<diverse poet forms that give students interests in it>
Although in this chapter the fact that children are instinctively in favor of poem because of its rhythm is absolutely true from the way that children love chant songs, in Korea, the poem is thought of not as exciting or interesting form, but just SHORT literature from. I assume this phenomenon is due to the absence of a variety of approaches to poetry and poet, such as poet forms or poet devices, changing one’s attitude toward enjoying and appreciating it. Students not just learn poetry, but should experience and develop a concept of poetry through many instructions such as minilesson, writing workshop, as well as reading workshop. Then, what Tompkins really stressed out and focused on is students’ own voices and its expression permeated naturally into the poetry. In this point of view, teacher can incorporate writing poetry with other units and make students understand “how writers search long and hard for words to express their meaning and the delight that comes when writers realize their poems are finished.” (p.259)
According to JaEun Kim, "The teachers tend to simply explain some common poetic forms and let the children choose any form, but this method is not effective." I think this is the most common mistakes from teachers, providing students with misunderstanding of poetry that it has just a few fomulas and we should follow that. As described in the site 'Famous Poetry', "We have already considered a limerick as one form of poetry but there are many other forms to consider such as ballads, sonnets, odes, epitaphs, elegies and many more." The biased teaching of poetry would deprive students of the opportunities to feel pleasure and delight that can be gained from diverse poetry forms and experiencing them.
Tompkins, Gail E. (2008). Ch11. Poetry writing. In Tompkins of Teaching Writing : Balancing Process and Product. (pp. 240-263). New Jersey, Pearson Education.
Famous Poetry. (n.d.). Retrieved November 9, 2010, from http://www.poetry-online.org/
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