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Author: Mary-Elizabeth Vaquer Publisher: Springer ISBN: 9463004653 Category : Education Languages : en Pages : 193
Book Description
Through multiple lenses of curriculum studies, the author explores how poetry is situated in the pedagogical world. Her work aims to illuminate how poetry is studied in schools and how these practices of studying poetry give poetry its cultural identity. Each chapter is guided by insight from John Dewey’s Art as Experience which promotes explorations of opportunities for students to have profound experiences with poetry and art in schools. The purpose of this book is not to offer a prescription for teachers to use in their classrooms. This is not an outline regarding how someone should include poetry in a lesson plan. Rather, the author explores why poetry is important in our lives and how poetry can contribute to opening avenues for new possibilities through imagination and transformation based on phenomenological experience and scholarship. She explores poetry through Dewey’s notion of aesthetics across diverse aspects of meaning making through poetry in a contemporary context. She also explores the influences that poetry has on the curriculum of our lives, and the influence that our lived curriculum has on the future of poetry.
Author: Mary-Elizabeth Vaquer Publisher: Springer ISBN: 9463004653 Category : Education Languages : en Pages : 193
Book Description
Through multiple lenses of curriculum studies, the author explores how poetry is situated in the pedagogical world. Her work aims to illuminate how poetry is studied in schools and how these practices of studying poetry give poetry its cultural identity. Each chapter is guided by insight from John Dewey’s Art as Experience which promotes explorations of opportunities for students to have profound experiences with poetry and art in schools. The purpose of this book is not to offer a prescription for teachers to use in their classrooms. This is not an outline regarding how someone should include poetry in a lesson plan. Rather, the author explores why poetry is important in our lives and how poetry can contribute to opening avenues for new possibilities through imagination and transformation based on phenomenological experience and scholarship. She explores poetry through Dewey’s notion of aesthetics across diverse aspects of meaning making through poetry in a contemporary context. She also explores the influences that poetry has on the curriculum of our lives, and the influence that our lived curriculum has on the future of poetry.
Author: Mary Elizabeth E. Vaquer Publisher: ISBN: Category : Creative writing Languages : en Pages : 310
Book Description
Author's abstract: This dissertation explores through the lens of curriculum studies how poetry is situated in the pedagogical world. My research aims to illuminate how poetry is studied in schools and how these practices of studying poetry give poetry its cultural identity. My framework is guided by John Dewey's Art as Experience, and this leads me to explore opportunities for students to have profound experiences with poetry and art in schools. My purpose is not to write a prescription for teachers to use in their classrooms. I do not outline how someone should include poetry in a lesson plan. Rather, I explore why poetry is important in our lives and how poetry can contribute to opening avenues for new possibilities through imagination and transformation based on phenomenological experience and scholarship. I explore poetry through an aesthetic lens across different aspects of how poetry has meaning in a contemporary context. This dissertation advances the field of curriculum studies by exploring the influences that poetry has on the curriculum of our lives, and the influence that our lived curriculum has on the future of poetry.
Author: Nicholas Ng-a-Fook Publisher: Routledge ISBN: 1317574281 Category : Education Languages : en Pages : 306
Book Description
Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.
Author: Sam M. Intrator Publisher: John Wiley & Sons ISBN: 0787969702 Category : Religion Languages : en Pages : 263
Book Description
Reclaim Your Fire "Teaching with Fire is a glorious collection of the poetry that has restored the faith of teachers in the highest, most transcendent values of their work with children....Those who want us to believe that teaching is a technocratic and robotic skill devoid of art or joy or beauty need to read this powerful collection. So, for that matter, do we all." ?Jonathan Kozol, author of Amazing Grace and Savage Inequalities "When reasoned argument fails, poetry helps us make sense of life. A few well-chosen images, the spinning together of words creates a way of seeing where we came from and lights up possibilities for where we might be going....Dip in, read, and ponder; share with others. It's inspiration in the very best sense." ?Deborah Meier, co-principal of The Mission Hill School, Boston and founder of a network of schools in East Harlem, New York "In the Confucian tradition it is said that the mark of a golden era is that children are the most important members of the society and teaching is the most revered profession. Our jour ney to that ideal may be a long one, but it is books like this that will sustain us - for who are we all at our best save teachers, and who matters more to us than the children?" ?Peter M. Senge, founding chair, SoL (Society for Organizational Learning) and author of The Fifth Discipline Those of us who care about the young and their education must find ways to remember what teaching and learning are really about. We must find ways to keep our hearts alive as we serve our students. Poetry has the power to keep us vital and focused on what really matters in life and in schooling. Teaching with Fire is a wonderful collection of eighty-eight poems from such well-loved poets as Walt Whitman, Langston Hughes, Billy Collins, Emily Dickinson, and Pablo Neruda. Each of these evocative poems is accompanied by a brief story from a teacher explaining the significance of the poem in his or her life's work. This beautiful book also includes an essay that describes how poetry can be used to grow both personally and professionally. Teaching With Fire was written in partnership with the Center for Teacher Formation and the Bill & Melinda Gates Foundation. Royalties from this book will be used to fund scholarship opportunities for teachers to grow and learn.
Author: James S. Taylor Publisher: SUNY Press ISBN: 9780791435854 Category : Education Languages : en Pages : 224
Book Description
Reveals the neglected mode of knowing and learning, from Socrates to the middle ages and beyond, that relies more on the integrated powers of sensory experience and intuition, rather than on modern narrow scientific models of education.
Author: Diane Luby Lane Publisher: Balboa Press ISBN: 1452553521 Category : Education Languages : en Pages : 119
Book Description
A 12 week guide to teaching classic poetry and the writing and performing of spoken word response poems in the classroom. This curriculum trains teachers to use memorization + recitation of classic poetry as a launching pad for teen-created spoken word responses. Fusing the two forms of expression into compelling performances, these standards-based lessons absolutely transform students.
Author: Lindsay Illich Publisher: ISBN: 9780814152614 Category : Poetry, Modern Languages : en Pages : 0
Book Description
Teach Living Poets opens up the flourishing world of contemporary poetry to secondary teachers, giving advice on reading contemporary poetry, discovering new poets, and inviting living poets into the classroom, as well as sharing sample lessons, writing prompts, and ways to become an engaged member of a professional learning community. The #TeachLivingPoets approach, which has grown out of the vibrant movement and community founded by high school teacher Melissa Alter Smith and been codeveloped with poet and scholar Lindsay Illich, offers rich opportunities for students to improve critical reading and writing, opportunities for self-expression and social-emotional learning, and, perhaps the most desirable outcome, the opportunity to fall in love with language and discover (or renew) their love of reading. The many poems included in Teach Living Poets are representative of the diverse poets writing today.
Author: Mary-Elizabeth Vaquer
Author: Mary-Elizabeth Vaquer
Author: Mary-Elizabeth Vaquer
Author: Mary Elizabeth E. Vaquer
Author: Nicholas Ng-a-Fook
Author: Sam M. Intrator
Author: James S. Taylor
Author: Diane Luby Lane
Author: Linda Hall
Author: Aristotle
Author: Lindsay Illich