Dominican University of California
 

Presentation or Panel Title

Cultivating the Whole: The Development of Cogitative Skills Through Poetry Programs

Location

Guzman 201, Dominican University of California

Start Date

4-20-2017 3:00 PM

End Date

4-20-2017 3:30 PM

Department

Education

Student Type

Undergraduate - Honors

Faculty Mentor

Rosemarie Michaels, Ed.D.

Presentation Format

Oral Presentation

Abstract/Description

Poetry programs in schools, although implemented internationally, are often marginalized by educators (Wilson, 2010). Poetry has even been documented as one of students’ least favorite subjects (Vala et al., 2012). This is unfortunate given that such programs can encourage creative and reflective thinking skills (Cumming, 2007). This type of thinking can lead students toward the understanding of the interconnectivity of all things on Earth (Yaqoob, 2012). Cultivating this understanding is the first step toward tackling the current societal problems founded upon social injustice and inequity. Consequently, the purpose of this research was to determine how teachers’ preconceptions of poetry affect their instruction, as well as specific teaching strategies that effectively promote creative and reflective thinking skills through poetry. It addressed the research question: What are effective teaching strategies to promote creative and reflective thinking skills through poetry? To answer this question, the researcher observed two middle school classes and three elementary school classes, each for a total of eight weeks, during their poetry sessions. The middle school sessions lasted an hour and a half; the elementary school lessons lasted 50 minutes. All sessions were taught by two educators from an education nonprofit organization. The researcher also interviewed these educators. The study was analyzed using a thematic analysis of recurring themes in the observations and interviews. Strategies observed and discussed were categorized and emphasized. All interview data was collected and interpreted qualitatively.

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Apr 20th, 3:00 PM Apr 20th, 3:30 PM

Cultivating the Whole: The Development of Cogitative Skills Through Poetry Programs

Guzman 201, Dominican University of California

Poetry programs in schools, although implemented internationally, are often marginalized by educators (Wilson, 2010). Poetry has even been documented as one of students’ least favorite subjects (Vala et al., 2012). This is unfortunate given that such programs can encourage creative and reflective thinking skills (Cumming, 2007). This type of thinking can lead students toward the understanding of the interconnectivity of all things on Earth (Yaqoob, 2012). Cultivating this understanding is the first step toward tackling the current societal problems founded upon social injustice and inequity. Consequently, the purpose of this research was to determine how teachers’ preconceptions of poetry affect their instruction, as well as specific teaching strategies that effectively promote creative and reflective thinking skills through poetry. It addressed the research question: What are effective teaching strategies to promote creative and reflective thinking skills through poetry? To answer this question, the researcher observed two middle school classes and three elementary school classes, each for a total of eight weeks, during their poetry sessions. The middle school sessions lasted an hour and a half; the elementary school lessons lasted 50 minutes. All sessions were taught by two educators from an education nonprofit organization. The researcher also interviewed these educators. The study was analyzed using a thematic analysis of recurring themes in the observations and interviews. Strategies observed and discussed were categorized and emphasized. All interview data was collected and interpreted qualitatively.