ERIC Number: EJ1133465
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
"Poetry Is Not a Special Club": How Has an Introduction to the Secondary Discourse of Spoken Word Made Poetry a Memorable Learning Experience for Young People?
Oxford Review of Education, v43 n2 p225-241 2017
This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people's engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses of school-based learning and the Spoken Word community, an artistic "community of practice" into which they were being inducted. It focuses on what happened when secondary students, already enculturated into school Discourses about learning (in their English lessons especially), learned about new ways of being readers, writers, listeners, and performers through the SWEP Discourse. The paper draws on qualitative data collected during the first three years of programme development to consider how an introduction to the social practices of this artistic community appeared to influence 11-18 year old students' attitudes to poetry study, discussion, writing, and performance both in school and beyond the parameters of traditional secondary school learning.
Descriptors: Foreign Countries, Poetry, Oral Language, Oral Reading, Reading Aloud to Others, Secondary School Students, Introductory Courses, Discourse Modes, Discourse Communities, Communities of Practice, Educational Innovation, Student Attitudes, Attitude Change, Educational Attitudes, English Instruction, Literature Appreciation, Poverty Areas, Reading Material Selection, Writing Processes, Listening Skills, Cooperative Learning, Performance, Public Speaking, Self Esteem, Learning Experience, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A