Other versions by this Author
Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy. A wide range of topics are covered including:
- teacher attitudes to teaching poetry in the urban primary classroom
- digital poetry and multimodality
- resistance to poetry in Post-16 English.
The internationally recognised contributors draw on data collected through a variety of research methods, including case studies, to ensure that theory on poetry pedagogy is clearly linked to practice. They consider teaching and learning poetry in classrooms across the 5 - 19 age range from different perspectives, looking at reading; writing; speaking and listening and transformative poetry cultures.
Making Poetry Matter International Research on Poetry Pedagogy
by Dymoke, Sue; Lambirth, Andrew; Wilson, AnthonyFormat: Paperback
Pub. Date: 2015-03-26
Publisher(s): Bloomsbury Academic
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Summary
Author Biography
Sue Dymoke is Reader in Education and Secondary PGCE Course Leader in the School of Education at the University of Leicester, UK
Andrew Lambirth is Professor of Education at the University of Greenwich, UK.
Anthony Wilson is a Lecturer in the Graduate School of Education at the University of Exeter, UK, where he is Subject Leader for Primary English.
Andrew Lambirth is Professor of Education at the University of Greenwich, UK.
Anthony Wilson is a Lecturer in the Graduate School of Education at the University of Exeter, UK, where he is Subject Leader for Primary English.
Table of Contents
Acknowledgements
Publisher’s Acknowledgements
List of Figures
List of Tables
About the Contributors
1. Introduction, Sue Dymoke (University of Leicester, UK), Andrew Lambirth (University of Greenwich, UK) and Anthony Wilson (University of Exeter, UK)
Part I: Reading Poetry
2. Exploring Teachers’ Positions and Practices, Teresa Cremin (Open University, UK)
3. Primary Student Teachers’ Attitudes Towards Poetry and Poetry Teaching, Fiona Collins (Roehampton University, UK) and Alison Kelly (Roehampton University, UK)
4. Exploring Resistance to Poetry in Advanced English Studies, Gary Snapper (Brunel University, UK, and Cheney School, Oxford, UK)
5. Commentary: Confidence and Resilience in Poetry Teaching, David Whitely (University of Cambridge, UK)
Part II: Writing Poetry
6. Students’ Metalinguistic Understanding of Poetry Writing, Debra Myhill (University of Exeter, UK)
7. Teachers’ Metaphors of Teaching Poetry Writing, Anthony Wilson (University of Exeter, UK)
8. Ecocritical Approaches to Writing Nature Poetry, Sasha Matthewman (University of Bristol, UK)
9. Responding to Children’s Poetry, Andrew Lambirth (University of Greenwich, UK), Sarah Smith (University of Greenwich, UK) and Susanna Steele (University of Greenwich, UK)
10. Commentary: Writing Poetry, Teaching Poetry, Jane Spiro (Oxford Brookes University, UK)
Part III: Speaking Poetry and Listening to Poetry
11. Preadolescents Writing and Performing Poetry, Janine L. Certo (Michigan State University, USA)
12. Hearing the Voice of Poetry, Joy Alexander (Queen’s University, Belfast, UK)
13: Heard Poetry and Oral Response, John Gordon (University of East Anglia, UK)
14. Commentary: Poetry as a Matter of Spokenness, Julie Blake (Poetry Archive, UK)
Part IV: Transformative Poetry Cultures
15. Developing Poetry Pedagogy for EAL Learners within Inclusive Intercultural Practices, Vicky Obied (Goldsmiths, University of London, UK)
16. Teaching Poetry in New Zealand Secondary Schools at a Time of Curriculum Change, Sue Dymoke (University of Leicester, UK)
17. Digital Poetry, Power and Social Justice, Janette Hughes (University of Ontario Institute of Technology, Canada)
18. Commentary: Poetry, Culture and Identity, Andrey Rosowsky (University of Sheffield, UK)
19. Afterword, Myra Barrs (Centre for Literacy in Primary Education, UK) with Morag Styles (University of Cambridge, UK)
Notes
Index
Publisher’s Acknowledgements
List of Figures
List of Tables
About the Contributors
1. Introduction, Sue Dymoke (University of Leicester, UK), Andrew Lambirth (University of Greenwich, UK) and Anthony Wilson (University of Exeter, UK)
Part I: Reading Poetry
2. Exploring Teachers’ Positions and Practices, Teresa Cremin (Open University, UK)
3. Primary Student Teachers’ Attitudes Towards Poetry and Poetry Teaching, Fiona Collins (Roehampton University, UK) and Alison Kelly (Roehampton University, UK)
4. Exploring Resistance to Poetry in Advanced English Studies, Gary Snapper (Brunel University, UK, and Cheney School, Oxford, UK)
5. Commentary: Confidence and Resilience in Poetry Teaching, David Whitely (University of Cambridge, UK)
Part II: Writing Poetry
6. Students’ Metalinguistic Understanding of Poetry Writing, Debra Myhill (University of Exeter, UK)
7. Teachers’ Metaphors of Teaching Poetry Writing, Anthony Wilson (University of Exeter, UK)
8. Ecocritical Approaches to Writing Nature Poetry, Sasha Matthewman (University of Bristol, UK)
9. Responding to Children’s Poetry, Andrew Lambirth (University of Greenwich, UK), Sarah Smith (University of Greenwich, UK) and Susanna Steele (University of Greenwich, UK)
10. Commentary: Writing Poetry, Teaching Poetry, Jane Spiro (Oxford Brookes University, UK)
Part III: Speaking Poetry and Listening to Poetry
11. Preadolescents Writing and Performing Poetry, Janine L. Certo (Michigan State University, USA)
12. Hearing the Voice of Poetry, Joy Alexander (Queen’s University, Belfast, UK)
13: Heard Poetry and Oral Response, John Gordon (University of East Anglia, UK)
14. Commentary: Poetry as a Matter of Spokenness, Julie Blake (Poetry Archive, UK)
Part IV: Transformative Poetry Cultures
15. Developing Poetry Pedagogy for EAL Learners within Inclusive Intercultural Practices, Vicky Obied (Goldsmiths, University of London, UK)
16. Teaching Poetry in New Zealand Secondary Schools at a Time of Curriculum Change, Sue Dymoke (University of Leicester, UK)
17. Digital Poetry, Power and Social Justice, Janette Hughes (University of Ontario Institute of Technology, Canada)
18. Commentary: Poetry, Culture and Identity, Andrey Rosowsky (University of Sheffield, UK)
19. Afterword, Myra Barrs (Centre for Literacy in Primary Education, UK) with Morag Styles (University of Cambridge, UK)
Notes
Index
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