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Appreciating Poetry – the Teaching-Learning Analysis

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UNIVERSITY OF SAND JOSE RECOLETOS Cebu City Graduate School of Arts and Sciences DISSERTION ABSTRACT TITLE: APPRECIATING POETRY: THE TEACHING – LEARNING ANALYSIS AUTHOR: HAYDEE C. CABASAN DEGREE: DOCTOR OF PHILOSOPHY (Ph. D. ) IN ENGLISH with CONCENTRATION IN LITERATURE SCHOOL: UNIVERSITY OF SAN JOSE RECOLETOS PLACE OF PUBLICATION: CEBU CITY ADVISER: GWEENDOLYN CRESENCIO, Ph. D. STATEMENT OF THE PROBLEM This study aimed to analyze the process of teaching and learning of poetry on the basis of the CHED standard competencies in teaching poetry.

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The study was conducted in the selected tertiary institutions in the cities of Tagbilaran and Cebu. Specifically, it sought to find out the teaching – learning activities in the three phases of a lesson namely: pre-lesson, lesson proper and post lesson. It also looked into the psychomotor, cognitive and affective competencies achieved on the whole lesson cycle. Students’ feedbacks to the teaching – learning process were also gathered. As an offshoot of this study, an instructional module for poetry was designed.

The study utilized the qualitative method with data analysis as the technique. The researcher observed each class twice. Classroom observation field notes were compiled. Each observation was summarized and compared in order to draw appropriate conclusions and interpretations. Interview of students through a Focused Group Discussion was also done. The study was conducted in four universities namely: Holy Name University and Bohol Island State University, University of San Jose – Recoletos and University of San Carlos. FINDINGS The findings are as follows: 1.

Although teachers of poetry all utilized an eclectic approach to teaching poetry, the paraphrastic approach dominated all other approaches. This stems from the need to translate into simpler language the symbolisms and figurative language that are ever present in poetry. A close second was the use of stylistic approach in that the teacher guided the students to discover the linguistic features of the text and how they are used to achieve the poet’s purpose. Another popular approach was the personal-response approach where the teacher drew out similarities of the characters’ experiences with that of the student’s experiences.

The language-based approach was also evident particularly in the drawing out of meanings. Information based approach occurred once or twice when the teacher gave information on the content of the text while moral approach was not seen in any of the classes observed. 2. Based on CHED’s minimum learning competencies, it was found out that the poetry lessons focuses mainly on the cognitive level. The cognitive tasks of analyzing tone, mood, meter, rhyme, and meaning took precedence over affective and psychomotor domains and was recurrent in every session observed.

Integrations of the affective and psychomotor skills in relation to poetry were sporadically detected but are not common in all poetry classes. 3. Analysis of students’ feedbacks made it clear that a personal-response approach to a text made the poetry encounter more relevant and more meaningful. Careful selection of a piece to be studied in class coupled with the appropriate methodology were crucial to keeping the interest of the students that lead to poetry appreciation. 4.

Poems whose themes do not go far with that of the cultural background and experiences of the students should be a criteria in the selection of literary texts to be utilized in class. Once comprehension of the various intricacies of symbolisms and figurative language has been achieved, beyond reading activities that target the affect should also be given consideration. . CONCLUSION Based on the findings of the study, it can be concluded that the teaching-learning process in primarily focused on the cognitive domain.

While it is important to develop the mental skills of the students in the elements of poetry, the ultimate aim of literature especially in poetry is to humanize and sensitize the learners, poetry lessons must also integrate activities that go beyond the formalists’ way of text scrutiny. RECOMMENDATIONS Based on the findings and conclusions, the following are the recommendations: 1. The modules on poetry as offshoot of this study is recommended for use among literature teachers and students. 2.

As gathered from students’ feedbacks, much depends on the teacher when it comes to poetry appreciation. Thus literature teachers must bend over double in helping students see the light in poetry. 3. A variety of strategies must be used in poetry classes that aim at developing not only the cognitive but also the affective and psychomotor levels. 4. A personal-response approach to teaching poetry makes the learning of poetry more meaningful. Thus, methodologies that aim to enhance the affective domain should not be overlooked.

Cite this Appreciating Poetry – the Teaching-Learning Analysis

Appreciating Poetry – the Teaching-Learning Analysis. (2016, Oct 02). Retrieved from https://graduateway.com/appreciating-poetry-the-teaching-learning-analysis/

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