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Prentice, Kate Victoria. "Poetry aloud : the effect of poetic sound on children's literacy skills." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/283953.
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Lambirth, Andrew. "What is the appeal of poetry written for children for children? : a study of children's relationship with poetry." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10007412/.
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This thesis explores the appeal that a sample of children's poetry has for a group of thirty children in their final year of primary school in the United Kingdom. It examines this appeal within a socio-historical context that perceives literature written for children as playing an important role within a 'developmental state' (Lee, 2001) - a State where children are seen as sites of investment and as 'human becomings'. The thesis argues that the literature written for children forms part of the discourse that has historically attempted to define, manage and maintain contemporary conceptualisations of childhood. Within this context of adult society's ideological claim over literature written for children - including poetry - the study explores the nature of the appeal the texts generate for a class of ll-year olds. Through the use of a triangulation of case studies, the enquiry investigates how this appeal reflects children's own understanding of their childness (Hollindale, 1997). It will argue that although children's literature continues to be written for a variety of adult purposes, children are able to manage the messages and meanings found within the poetry and create their own pleasures from the texts with which they engage, rejecting those that they individually dislike.
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Thomas, Joseph T. Susina Jan. "Refiguring the culture(s) of contemporary American children's poetry." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087877.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed October 19, 2005. Dissertation Committee: Jan Susina (chair), Victoria Harris, Anita Tarr. Includes bibliographical references (leaves 241-258) and abstract. Also available in print.
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Pullinger, Deborah. "The hidden child : orality, textuality and children's poetry." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648501.
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Gallagher, Bronac. "The elementary conundrum : "Can poetry be fun?" /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55505.pdf.
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McClure, Amy Anderson. "Children's Responses to Poetry in a Supportive Literary Context." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392910662.
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McClure, Amy Anderson. "Children's response to poetry in a supportive literary context /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113956.
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Jacko, June Marie. "The Teaching of Children's Poetry: An Exploration of Instructional Practices in University Courses of Children's Literature, English, Language Arts, and Reading Education." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4697/.
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There are no studies which focus on the instructional practices employed in the teaching of children's poetry at the university level. This project aimed to describe the instructional practices utilized in the teaching of children's poetry at universities across the United States. Limited to the practices of the university professors and adjunct instructors who were members of the Children's Literature Assembly (CLA) of the National Council of Teachers of English (NCTE) at the time of this study, this investigation attempted to ascertain the general perceptions of poetry held by these university professors and adjunct instructors, their in-class instructional practices, and the types of poetry assignments given. Additionally, this study revealed both the poets typically highlighted and the goals held by professors and instructors in courses of children's literature, English, language arts, library science, and reading education. A mixed-methods design provided the framework for the descriptive data gleaned from the Poetry Use Survey. Quantitative data analysis yielded descriptive statistical data (means, standard deviations, ranges, percentages). Qualitative data analysis (manual and computer-assisted techniques) yielded categories and frequencies of response. Major findings included respondents': (a) belief that the teaching of poetry was important, (b) general disagreement for single, "correct" interpretations of poetry and general agreement in support of multiple interpretations, (c) general disagreement whether current curricular demands have prevented or impaired their teaching of poetry, (e) high frequency of reading poetry out loud in class, (f) emphasis on inclusion of award-winning poets in assignments, (g) instructional emphasis on variety and breadth in the selection of poets highlighted in a particular course, (h) goals for inclusion of poetry centered on pedagogical issues (e.g., frequent use, appreciation of craft; writing models; thematic uses) in language arts and across content areas.
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Morse, Ainsley. "Detki v kletke: The Childlike Aesthetic in Soviet Children's Literature and Unofficial Poetry." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493521.
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Since its inception in 1918, Soviet children’s literature was acclaimed as innovative and exciting, often in contrast to other official Soviet literary production. Indeed, avant-garde artists worked in this genre for the entire Soviet period, although they had fallen out of official favor by the 1930s. This dissertation explores the relationship between the childlike aesthetic as expressed in Soviet children’s literature, the early Russian avant-garde and later post-war unofficial poetry. Even as ‘childlike’ devices were exploited in different ways in different contexts, in the post-war period the characteristic features of this aesthetic had come to be a marker for unofficial art.
The introduction presents the notion of the childlike aesthetic, tracing its recent history from Russian modernism and the avant-garde. Chapter One, “Detki v kletke: The Underground Goes into Children’s Literature,” traces the early development of Soviet children’s literature and introduces the work of the OBERIU poets, the “first underground” to be driven by circumstance to write for children. Chapter Two, “‘Playing with Words’: Experimental Unofficial Poetry and Children’s Literature in the Post-war Period,” fast-forwards to the late 1950s-70s, describing the emergence of a more substantial unofficial literary scene alongside still-rigid boundaries within official literature, including children’s. The final two chapters present detailed comparative studies of the work of two post-war unofficial poets from each of the Soviet ‘capitals,’ Moscow and Leningrad: Igor Kholin and Vsevolod Nekrasov, and Leonid Aronzon and Oleg Grigoriev. All of these poets worked in children’s literature and experimented with the childlike aesthetic in their unofficial work.
With its roots in folklore, nonsense poetry and nursery rhymes, the childlike aesthetic challenges established notions of logic, propriety and order. Through childlike form and content, unofficial poetry could distinguish itself starkly from its official counterpart. Furthermore, unofficial writers who worked in children’s literature could demonstratively ignore the strict generic boundaries of official literature by blurring them through their own, openly childlike poetry. This dissertation attests to the expressive power, resilience and ongoing relevance of the childlike aesthetic in art, while showing the curious intermingling of literary experiment and children’s literature in Soviet literary history.Slavic Languages and Literatures
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Mbukushe, Fundiwe Doreen. "A study of JJR Jolobe's selected children's rhymes." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53301.
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Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: This study identifies the predominant features in JJR Jolobe's children's poetry (rhymes). Another purpose well worth considering is the impact poems can have on children's language because poetry is the highest literary form and without poetry a child will sense the loss. The language in poetry is learned in an immitative manner because it is natural to childhood thereby helping children to respond almost instictively. They hear languages as part of their early environment and take it through imitation. In Jolobe's poems children learn about:- 1. The physical background which constitute geographical location, natural scenery appropriate for narrative. 2. The spiritual background which includes the emotional climate created by religious moral, social and psychological conditions. One should note that the speaker's rhymes enable the youngsters to build upon the language facilities and attempts one has to improve so that a child can communicate in his culture in an affective and productive way. These poems help the child to keep the sense of nationality, describe their nature land lovingly and understand the essential quality of their own race. Through Jolobe's poems children do not overlook isiXhosa oral heritage at school level and let oral tradition of the other nations dominate. Furthermore critical theory reflects that Jalobe's rhymes are genuinely poetry meant for fun. Humorous and nonsensical verses often serve as outlets for laughter and fun. Jolobe's work follows briefly the history of the Xhosa nation tracing their tradition, culture and language whereby it reflects the mental behaviour of a group and reveal its love and its hatred of certain things.
AFRIKAANSE OPSOMMING: In hierdie studie word die hoofkenmerke in JJR Jolobe se kinderpoesië geïdentifiseer. Poësie het 'n groot impak op kinders se taalgebruik, dit vorm deel van hulle vroeë omgewing, en die verlies daarvan sal 'n negatiewe invloed op kinders hê. Die taal in poësie word aangeleer deur nabootsing, omdat dit natuurlik is vir kinders en hulle help om amper instinktief daarop te reageer. Jolobe se poësie leer kinders van: 1. Fisiese agtergrond, wat bestaan uit geografiese ligging en natuurtonele toepaslik tot die vertelling en 2. Spirituele agtergrond, wat die emosionele klimaat insluit wat geskep word deur godsdienstige, morele, sosiale en sielkundige toestande. Die poësie help kinders om 'n sin vir nasionalitiet te ontwikkel, dit beskryf hulle geboortelande met deernis en bevordre begrip vir die essensiële kwaliteit van hulle eie ras. Deur Jolobe se poësie herken kinders hulle mondelinge isiXhosa-erfenis op skoolvlak, en verseker dit sodoende dat hierdie erfenis nie deur die mondelinge tradisies van ander nasies gedomineer word nie. Kritiese teorie toon aan dat Jolobe se kinderpoësie ware poësie is wat pret vir die leser moet verskaf. Humoristiese en onsinnige verse dien telkens as uitlaatkleppe vir plesier en pret. Jolobe se werk beskryf die geskiedenis, tradisies, kultuur en taal van die Xhosanasie, en reflekteer sodoende die denkwyse en voor- en afkeure van die groep.
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Pratt, Scott. "An Elephant's Standing in There." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/0692218890/.
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Allow me to introduce you to AN ELEPHANT'S STANDING IN THERE, a whimsical story about an elephant standing in a little boy's bedroom that I wrote for my children many years ago. Though my kids have grown up themselves, I've held on to this tale because of the wonderful memories my family and I shared while reading it together. After stumbling back onto the story roughly a year ago while going through some old things, an idea popped into my head. My daughter, a lovely young lady named Kody, had heard this story many times when she was a young girl. She had also developed an exceptional talent for illustration. I thought to myself, "Wouldn't it be fun if Kody illustrated our story for other families to share?" And that, ladies and gentlemen, is exactly what we've done. From my family to yours, we sincerely hope you enjoy AN ELEPHANT'S STANDING IN THERE, the first in what Kody and I hope will be a long series of stories for children. --Scotthttps://dc.etsu.edu/alumni_books/1030/thumbnail.jpg
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Fouche, Marietjie. "Vertaling en die kindervers : ’n vergelykende studie van Afrikaanse en Franse vertalings." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71863.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Few people realize exactly how complicated the translation of children’s poetry is. Translators do not only have to adhere to the young readers’ desires and satisfy the adult critics, but are constantly confronted with choices concerning the translation of the ‘play-element’ (structure) and the ‘visual element’ (content) of children’s verses, i.e. the translation of cultural elements, figurative language, pun, nonce words, onomatopoeia, alliteration, rhyme and meter. In addition, their translation strategies are continually subjective to and restricted by the visual text (illustrations) in the source texts, which interrelate with the verbal text (verses). In this descriptive, systematic analysis the Afrikaans and French translations of Mother Goose’s nursery rhymes, Dr. Seuss’s rhyming picture books and Roald Dahl’s verse fragments are compared to one another and the source texts in order to identify the various translation strategies and theoretical translation approaches used by the various Afrikaans and French translators, to make concrete observations about the translation of children’s poetry that can be useful for translators, and to establish if it is indeed possible to create translations of children’s verses that remain true to the ‘spirit’ of the original poetic texts, can function as autonomous texts in the target system, and that can supplement the Afrikaans and French children’s literature systems. __________________________________________________________________________
AFRIKAANSE OPSOMMING: Min mense besef hóé ingewikkeld die vertaling van kinderverse eintlik is. Vertalers moet nie net tegelykertyd aan jong lesers se behoeftes voldoen en volwasse kritici tevrede stel nie, maar word ook deurgaans gekonfronteer met keuses wat betref die vertaling van die spel-element (struktuur) en visuele element (inhoud) van kinderverse, o.a. die vertaling van kultuurgebonde verwysings, beeldspraak, woordspel, neologisme, onomatopee, alliterasie, rym en metrum. Daarbenewens word die vertalers se vertaalstrategieë beïnvloed en beperk omdat die visuele teks (illustrasies) in die brontekste deurgaans met die verbale teks (verse) in gesprek tree. In dié deskriptiewe sisteemondersoek word die Afrikaanse en Franse vertalings van Moeder Gans se kinderrympies, Dr. Seuss se versverhale en Roald Dahl se prosimetriese kinderstories met mekaar en die brontekste vergelyk om die verskillende vertaalstrategieë en teoreties gefundeerde vertaalbenaderings wat deur die onderskeie Afrikaanse en Franse vertalers toegepas is, te identifiseer, konkrete bevindinge oor die vertaling van die kindervers te maak wat vir toekomstige vertalers van praktiese nut kan wees, en te bepaal of dit inderdaad moontlik is om vertalings van kinderverse te skep wat getrou bly aan die ‘gees’ van die oorspronklike gedigtekste, as selfstandige tekste in die doelsisteem kan funksioneer, en die Afrikaanse en Franse kinder- en jeugliteratuursisteme kan aanvul.
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Marangoni, Marli Cristina Tasca. "Brincadências com a poesia infantil : um quintal para o letramento poético." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/959.
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Esta tese investiga como a criança aciona e reconstrói o poético presente em obras selecionadas pelo PNBE 2010, problematizando a constituição do sujeito letrado em poesia, a partir de mediação docente intencional. O problema posto justifica-se pela crescente valorização da leitura, que tem colocado a formação de leitores como desafio para o âmbito educacional e impulsionado a realização de políticas públicas preocupadas com o ato de ler, dentre as quais se destaca o PNBE (Programa Nacional Biblioteca da Escola). Nessa perspectiva, a pesquisa assume enfoque qualitativo na pesquisa bibliográfica e experimental, ao acompanhar a atuação de um grupo de leitores de quarto ano de uma escola pública de Bento Gonçalves que, no contexto do projeto Brincadências poéticas, participaram de experiências de leitura e exercitaram o fazer poético. Criado no interior do espaço escolar, o “quintal de poesia” abriga a discussão sobre o processo de letrar para o poético, subsidiando reflexões sobre a vivência e a mediação da poesia, na infância. A investigação ancora-se em alguns princípios norteadores sobre leitura e práticas leitoras: Candido (1995) sustenta que a fruição literária é direito do ser humano; Larrosa (2002 e 2003) compreende que a leitura participa do processo de formação do sujeito; Zilberman (2003) sublinha a função emancipadora da obra literária; Paiva (2008) discute o lugar da política pública na literatura para a infância; Iser (1996) confere ao leitor um lugar de coatoria junto ao texto; Bordini e Aguiar (1988) concebem, no método recepcional, etapas para a leitura literária; Paz (1982) reflete sobre as especificidades do poético e sua constituição; Huizinga (1999) explicita as relações que aproximam o jogo e a poesia. A partir desse quadro teórico, o estudo propõe caminho para a educação literária, por meio da apropriação do poético, partindo da ênfase à musicalidade do texto e alcançando o enfoque imagético, de modo a complexificar, progressivamente, a atuação do leitor. Os resultados indicam que a educação literária pressupõe percurso de aprendizagem contínuo e intencional. As vivências apontam, ainda, algumas possibilidades para a instauração e consolidação da experiência poética na infância: ela se concretiza no território que envolve o cotidiano e suas transgressões, situando-se entre o conhecido e o estranho, a restrição e a liberdade; constrói-se com humor, seja na exploração de sons da língua, seja na manifestação do nonsense, seja ainda no emprego de palavras proibidas; é estabelecida em provocativos jogos de sentido, por meio da ambiguidade, do disfarce e do hibridismo na linguagem. Ao atentar para a constituição e o desenvolvimento do poético no interior da escola, a tese formula resposta possível às dificuldades que a instituição escolar tem enfrentado, no seu desafio de formar leitores e, sobretudo, leitores que leem com prazer, leitores para sempre. Por seu viés teórico-prático, a discussão busca contribuir para o processo de mediação da leitura solidária, fornecendo subsídios às reflexões sobre a formação do leitor e as metodologias de ensino voltadas à literatura e favorecendo a constituição de apreciadores da poesia, tendo em vista sua instrumentalização para a autonomia leitora, no contexto escolar.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-07-02T17:26:56Z No. of bitstreams: 1 Tese Marli Cristina Tasca Marangoni.pdf: 5951427 bytes, checksum: c3c2a3102f8125638a2c9c9fd35ca46a (MD5)
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This thesis investigates how children activate and reconstruct the poetic element that is present in literature selected by PNBE 2010, questioning the constitution of literate subject in poetry, taking intentional teacher mediation as a point of departure. The problem stated is justified by increasing value given to reading, which has put reader‟s training as a challenge for education environment, and encouraged public policies to worry about the act of reading, among which PNBE (Programa Nacional Biblioteca da Escola) can be highlighted. In this context, this work has a qualitative approach in bibliographic and experimental research. It follows acting of a 4th. year group of readers of a public school in Bento Gonçalves who, in the context of the project Brincadências poéticas, participated of reading experiences and exercised poetry making. Created in the school space, the “poetry backyard” (“quintal de poesia”) houses discussion about the process of literacy concerning poetry, subsidizing reflections about experience and mediation of poetry in childhood. This research is based on some leading principles about reading and reading practice: Candido (1995) assumes that literary fruition is a right of human beings; Larrosa (2002 and 2003) understands that reading participates in the process of subject education; Zilberman (2003) underlines the emancipating function of literature; Paiva (2008) discusses the place of public policies in literature for children; Iser (1996) confers the reader a place of coauthor upon the text; Bordini and Aguiar (1988) conceive, according to reception method, stages for literature reading; Paz (1982) reflects about specific elements of poetry and its constitution; Huizinga (1999) explains the relations that approximate playing and poetry. From this theoretical frame, this study proposes a route for education in literature, through appropriation of poetry, departing from emphasis on musicality of the text, reaching the image approach, so as to make reader‟s action, progressively, more and more complex. Results indicate that education in literature involves a continuous and intentional learning process. Experience also points out some ways for instauration and consolidation of experience with poetry in childhood: it operationalizes in the territory that involves everyday routine and its transgressions; it is placed between what is known and what is strange, between restriction and freedom; it is built with humor, exploring the sounds of the tongue, expressing nonsense, or even employing forbidden words; it is established in provocative plays of sense, through ambiguity, disguise, or even hybridism in language. When tackling constitution and development of poetry at school, this thesis formulates a possible answer to difficulties, which school as an institution has faced, in its challenge to educate readers and, mostly, readers who read with pleasure, readers forever. Because of its theoretical-practical bias, the discussion aims at contributing for the process of mediation of solidary reading, supplying subsidies to reflections about readers education and teaching methodologies, directed to literature and favoring the constitution of poetry appreciators, aiming at their use for autonomy in reading, in the school context.
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Venancio, Adriana Gomes. "A criança como artesã das palavras : o trabalho com a poesia na educação da infancia." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252527.
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Orientador: Luci Banks LeiteDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Nessa dissertação, vamos desenvolver um trabalho teórico a partir de algumas das expressões escritas e faladas dos nossos alunos de 5 e 6 anos. Nesse sentido, vamos destacar possíveis semelhanças que parecem aproximar a linguagem das crianças ao próprio genero poético. Diante dos conceitos apresentados, indicaremos como referência para os nossos estudos, a tríade "som-imagem-pensamento", presentes nos módulos da melopéia, fanopéia e logopéia. Dessa forma, vamos refletir sobre a importância dessa tríade para o trabalho com a poesia na infância, diante dos processos que envolvem o desenvolvimento da linguagem oral e escrita das crianças, na perspectiva histórico-cultural. Nesse sentido, vamos apresentar a poesia como uma possibilidade de ampliar ainda mais, o uso que as crianças já fazem dessa forma discursiva. Assim sendo entendemos também que essa experiência estética propiciada pela poesia, pode agregar subsídios importantes ao desenvolvimento da linguagem escrita das crianças
Resume: Dans cette dissertation, nous nous proposons de developper um travail théorique en ayant pour base des expressions écrites et parlées de quelques-uns de nos élèves âgés de 5 e 6 ans. Dans ce sens, nous y détachons de possibles ressemblances qui, à notre avis, rapprochent le langage des enfants à celui du genre poétique lui-même. Devant des concepts présentés par ce genre-ci, nous indiquerons comme référence pour notre étude une triade formée par "son-image-pensée", qui peut être aussi représentée par le moyen des modules de la mélopée, la fanopée et la logopée. De cette façon, nous réfléchissons à l'importance de cette triade pour le travail pédagogique avec la poésie à la salle de classe, devant les processus qui couvrent le développement du langage oral et écrit des enfants sous la perspective historico-culturelle. Dans ce sens, nous présentons le travail avec la poésie dans la salle de classe d'alphabétisation enfantine comme une possibilité de rendre plus ample l'usage que les enfants ont l'habitude de faire de ce forme discoursive. Ainsi, nous entendons que cette experience esthétique rendue propice par la poésie peut donner d'importantes contributions au développement du langage écrit des enfants
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Caeiro, Vanessa. "A poesia como indutora da gestão integrada do currículo." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Educação, 2017. http://hdl.handle.net/10400.26/19945.
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Relatório de Estágio (componente de investigação) do mestrado em Educação pré-escolar e ensino Do 1º ciclo do Ensino BásicoO presente estudo, desenvolvido no âmbito do Mestrado de Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, incide sobre a descrição e análise reflexiva sobre uma intervenção pedagógica em contexto de estágio numa turma de 2.º ano de escolaridade do 1.º Ciclo do Ensino Básico. Esta intervenção permitiu desenvolver uma abordagem interdisciplinar dos conteúdos programáticos tendo como indutora a Poesia para a Infância, visando a criação de situações onde fosse possível o desenvolvimento holístico da criança. A investigação foi desenvolvida tendo em conta uma abordagem de investigação-ação, numa perspetiva qualitativa. Desta forma, os métodos adequados ao estudo incidiram na recolha de informações no contexto, nomeadamente na intervenção enquanto observador participante, pelas notas de campo e pela análise documental. Através deste estudo é possível verificar as potencialidades pedagógicas da Poesia Infantil enquanto recurso para a gestão integrada do currículo, promovendo momentos de ensino-aprendizagem motivadores e despertadores de interesse para as crianças.
The present study, developed within the scope of the Master's Degree in Pre-school and 1st Cycle of Primary Education, focuses on the description and reflexive analysis of a pedagogical intervention in the context of a 2nd grade of the 1st Cycle of Primary Education traineeship. This intervention allowed the development of an interdisciplinary approach of the programmatic contents with Poetry for Childhood as an inducer, aiming at creating situations where the holistic development of the child was possible. The research was developed taking into account an action-research approach from a qualitative perspective. Therefore, the appropriate methods for the study focused on the collection of information in the context, namely in intervention as participant observer, field notes and documentary analysis. Through this study it is possible to verify the pedagogical potentialities of Poetry for Childhood as a resource for the integrated management of the curriculum, promoting teaching-learning moment motivators and stimulate the interest of the children.
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GOMES, Massilania Ferreira. "O menino que carregava água na peneira: Da leitura do texto à experiência em sala de aula." Universidade Federal de Campina Grande, 2008. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1814.
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Nesta dissertação, buscou-se refletir a respeito de uma experiência com o livro Exercícios de ser criança (1999), de Manoel de Barros, realizada com alunos de uma 4a série do Ensino Fundamental, numa escola pública da cidade de Campina Grande. Neste trabalho, foram analisados os caminhos percorridos, tanto pela pesquisadora quanto pelo poeta, para proporcionar às crianças uma experiência sensível com a narrativa "O menino que carregava água na peneira". Primeiramente, observou-se o modo como o autor faz uso, em sua poesia infantil, de várias características de sua obra para adultos - a exemplo da valorização da inventividade do ser-poeta. encontrado nas crianças, o gosto por coisas miúdas, além do uso peculiar que é atribuído à água, à imaginação, à brincadeira a partir de brinquedos, etc. Como bases teóricas foram utilizadas, por exemplo, teorias de Bachelard (2002), Kishimoto (1999), Held (1990), Camargo (1990), Bosi (2000), que auxiliaram na análise das qualidades textuais e imagéticas do livro. As leituras de Cosson (2006) e Pinheiro (2000, 2002 e 2003) apontaram para a necessidade de não se exigir estritamente dos alunos que fizessem interpretações do texto do poeta Manoel de Barros, o que atendeu à perspectiva poética do autor. Já leituras de textos como os de Iser (1979) e Jauss (1979) auxiliaram na elaboração de uma sequência de leitura que levasse em conta as experiências de mundo do aluno, sua criatividade, elementos estes que contribuem para uma leitura ao mesmo tempo individual e coletiva do texto poético. A partir desse trabalho sensível com a poesia, põde-se observar o quão necessário se faz o texto poético para a formação humana dos alunos.
Due to the necessity to do some work on Manoel de Barros' poetry in Júnior High School, we have attempted, in this dissertation, to reflect on an experiment with the book "Exercícios de ser criança" (1999) ( Exercises on being a child ), performed with some 4th grade students, at a public school in the city of Campina Grande. In this work, we analysed the routes taken by both the researcher and the poet, in order to provide children with a sensitive experience involving the narrative "O menino que carregava água na peneira" (The boy who carried water on the sieve). We observed the way the author uses, in his children's poetry, several characteristics of his work for adults, as for example, the valuation of the poet being found in the child, the appreciation of tiny things, besides the peculiar use which is attributed to water, to imagination, to toy play, and so on. As a theoretical background, we used the theories from Bachelard (2002), Kishimoto (1999), Held (1990), Camargo (1990), Bosi (2000), which helped with the analysis of the textual and imagetic qualities of the book. Readings from Cosson (2006) and Pinheiro (2000, 2002 and 2003) pointed to the need for not strictly requiring of the students that they interpret the texts by the poet Manoel de Barros, something which fulfils the autho^s poetic perspective. Now, readings from Iser ( 1979 ) and Jauss ( 1979 ) helped in producing a reading sequence which would take into account the studenfs world experience, his/her creativity, elements which contribute to the reading of the poetic text which is at the same time individual and collective. From this sensitive work on poetry, we could perceive how necessary the poetic text is for the students' humane education.
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Fialho, Paloma de Fátima França. "O discurso pedagógico na obra infantil de Cecília Meireles /." Assis : [s.n.], 2011. http://hdl.handle.net/11449/94083.
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Orientador: Ana Maria Domingues de OliveiraBanca: Sandra Aparecida Ferreira
Banca: Altamir Botoso
Resumo: Com base na trajetória da literatura infantil e sua relação com a pedagogia, esta pesquisa pretende abordar três obras poéticas da escritora Cecília Meireles por esse ponto de vista, ressaltando o discurso pedagógico presente nas obras de poesia infantil da escritora, como Criança meu amor, A festa das Letras e Ou isto ou aquilo. Pretende-se desvendar o discurso pedagógico contido nesses textos evidenciando neles a presença de uma criança modelo, como forma de exemplo para o leitor, como também na abordagem de assuntos que buscam enfatizar conhecimentos para a criança. Esse discurso apresentado nos versos da poetisa retrata uma educadora e escritora preocupada com o universo infantil e suas particularidades. Essas três obras de Cecília Meireles, portanto, apresentam características que às associam à educação, auxiliando no processo de ensino. Para além disso, a pesquisa também aborda o discurso estético dos poemas, sua musicalidade, imagem e ritmo, ressaltando a importância desses elementos poéticos para a obra da escritora. Por causa de seu trabalho estético com o vocábulo e com o universo infantil, Cecília Meireles consagra-se como uma escritora para adultos e, principalmente, para as crianças que tanto fizeram parte de sua vida, sendo sua obra reconhecida pela crítica literária e fazendo parte do cânone literário brasileiro
Abstract: Based on the trajectory of literature for children and its relation to pedagogy, this research intends to broach the Cecília Meireles' infantile poetry by this point of view, emphasizing the educational discourse in the works of a writer of children's poetry, such as Criança meu amor, A festa das Letras and Ou isto ou aquilo. It is intended to uncover the pedagogical discourse in these texts by showing the presence of model child, as an example for the reader, as well as in addressing issues that seem to emphasize knowledge to the child. This speech delivered in nursery rhymes depicts the poet as an educator and writer concerned with the child's universe and its peculiarities. These three Cecília Meireles's works present characteristics which link them to education, helping the teaching process. Furthermore, this research also address the aesthetic discourse of poems, its musicality, image and rhythm, by stressing the importance of poetic elements in the work of the writer. Because of her aesthetic work with words and the child's universe, Cecília Meireles is established as a writer for adults and, mainly, for children who took part of her life, being her work recognized by the literary criticism and as part of the Brazilian literary canons
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Fialho, Paloma de Fátima França [UNESP]. "O discurso pedagógico na obra infantil de Cecília Meireles." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/94083.
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fialho_pff_me_assis.pdf: 577331 bytes, checksum: 2146625ee2050a27499559ac8d0d95fb (MD5)Com base na trajetória da literatura infantil e sua relação com a pedagogia, esta pesquisa pretende abordar três obras poéticas da escritora Cecília Meireles por esse ponto de vista, ressaltando o discurso pedagógico presente nas obras de poesia infantil da escritora, como Criança meu amor, A festa das Letras e Ou isto ou aquilo. Pretende-se desvendar o discurso pedagógico contido nesses textos evidenciando neles a presença de uma criança modelo, como forma de exemplo para o leitor, como também na abordagem de assuntos que buscam enfatizar conhecimentos para a criança. Esse discurso apresentado nos versos da poetisa retrata uma educadora e escritora preocupada com o universo infantil e suas particularidades. Essas três obras de Cecília Meireles, portanto, apresentam características que às associam à educação, auxiliando no processo de ensino. Para além disso, a pesquisa também aborda o discurso estético dos poemas, sua musicalidade, imagem e ritmo, ressaltando a importância desses elementos poéticos para a obra da escritora. Por causa de seu trabalho estético com o vocábulo e com o universo infantil, Cecília Meireles consagra-se como uma escritora para adultos e, principalmente, para as crianças que tanto fizeram parte de sua vida, sendo sua obra reconhecida pela crítica literária e fazendo parte do cânone literário brasileiro
Based on the trajectory of literature for children and its relation to pedagogy, this research intends to broach the Cecília Meireles' infantile poetry by this point of view, emphasizing the educational discourse in the works of a writer of children's poetry, such as Criança meu amor, A festa das Letras and Ou isto ou aquilo. It is intended to uncover the pedagogical discourse in these texts by showing the presence of model child, as an example for the reader, as well as in addressing issues that seem to emphasize knowledge to the child. This speech delivered in nursery rhymes depicts the poet as an educator and writer concerned with the child's universe and its peculiarities. These three Cecília Meireles's works present characteristics which link them to education, helping the teaching process. Furthermore, this research also address the aesthetic discourse of poems, its musicality, image and rhythm, by stressing the importance of poetic elements in the work of the writer. Because of her aesthetic work with words and the child's universe, Cecília Meireles is established as a writer for adults and, mainly, for children who took part of her life, being her work recognized by the literary criticism and as part of the Brazilian literary canons
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Silva, Raquel Sousa da. "Estratégias de leitura e recepção da obra de Cecília Meireles : contribuições metodológicas para o ensino de poesia /." Presidente Prudente, 2020. http://hdl.handle.net/11449/192166.
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Orientador: Renata Junqueira de SouzaResumo: Este estudo está vinculado à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Presidente Prudente. A proposta desta pesquisa centraliza o ensino de poesia no ambiente escolar, com ênfase na recepção leitora dos alunos e na análise de como o aprendizado acontece no processo de compreensão e de sensibilização da leitura. Considerando a literatura e o seu ensino, com a motivação pela escolha de uma educadora e poetisa que dedicou sua vida a questões que envolvem a educação e a arte, esta discussão objetiva aprofundar os estudos sobre a obra poética de Cecília Meireles (1901-1964), especialmente por meio de seu título mais renomado para a infância, Ou isto ou aquilo (2012), bem como a defesa de sua permanência e a análise de sua recepção no espaço escolar. Propomos a elaboração e a execução de possibilidades metodológicas a partir de Estratégias de Leitura que vão ao encontro de uma adequada formação do leitor, a fim de analisar a recepção da lírica ceciliana como contribuição para os estudos que centralizam a poesia e o seu ensino. Para esse percurso, alguns autores que têm um cuidado com a natureza do texto poético ou se preocupam com o trabalho desse gênero em sala de aula colaboraram em nossas investigações, como Bordini (1991), Trevizan (2002), Alves (2018) e Souza (2012). As contribuições sobre a Estética da Recepção (Jauss, 1979; 1994), sob... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study is linked to the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education at São Paulo State University (Unesp), Faculty of Science and Technology, Presidente Prudente. The proposal of this research centralizes the teaching of poetry in the school environment, with an emphasis on the students reading reception and on the analysis of how learning happens in the comprehension and awareness process of reading. Considering literature and its teaching, with the motivation for choosing a poet and educator who dedicated her life to issues involving education and art, this discussion aims to deepen the studies on the poetic work of Cecília Meireles (1901-1964) , especially by means of its most renowned title for childhood, Ou isto ou aquilo (2012), as well as the defense of its permanence in Brazilian scenario and the analysis of its reception in the school space. We propose the elaboration and execution of methodological possibilities based on Strategies of Reading that meet an adequate training of the reader, in order to analyze the reception of Cecília's lyric as a contribution to the studies that centralize poetry and its teaching. For this journey, some authors who are careful with the nature of the poetic text or are concerned with the work of this genre in the classroom collaborated in our investigations, such as Bordini (1991), Trevizan (2002), Alves (2018) and Souza (2012). Contributions on the Aesthetics of Reception (Jauss,... (Complete abstract click electronic access below)
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Ortega, Devon R. "Tales Unsuitable for Children and Other Poems." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365627898.
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Hodges, Heather Napualani. "Fig : A List Of Eight Unclean Animals." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1854.
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This lyrical narrative charts the particularities of a childhood. A mind that is preoccupied with how to negotiate loss; the fear of a family sickness waking up. This piece is arranged with section titles that are designed to give an episodic feel. Each serves as a different method of entering into loss.
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Shimizu, Kanako. "Above and Below the Sky: Examining Representations of the Atomic Bomb in Japan and in the United States." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1601.
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This study of atomic-bomb literature on Hiroshima will be through a critical lens, largely through postcolonial theory and reader-response criticism. It will be a discussion on the social and political implications behind the popularization of certain works. The discussed texts will not necessarily be written by the Japanese or by survivors of the atomic bomb: in the first case, I will be examining authorial intent and its relation to the intended reader responses from the implied American audience to study perpetuations of propaganda after the war. This paper will also be examining the interlingual translatability of psychological and physical trauma surrounding the atomic bomb and will be exploring the capacities of language to express an emotional and often sensitive topic.
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White, Grant. "Children of House." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/203.
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Gordon, John Matthew. "True Soundings: how do children respond to poetry they hear?" Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490666.
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The thesis responds to the question 'How do children respond to poetry they hear from recordings, and what are the implications for teaching?' It makes a case for the educational value of listening to poetry in primary and secondary classrooms, traCing the erratic treatment of heard poetry in the curriculum over the last century through to present frameworks. Through a method of Conversation Analysis, transcripts derived from audio-visual footage of classroom responses to heard poems are considered. These yield insights as to how pupils respond to poems they hear and how they share their responses in group discussion. On the basis of such analysis, the thesis argues that pupils respond to heard poems in ways not adequately acknowledged by pedagogy or in the curriculum. Important affective dimensions of response are revealed, as is the complexity of pupil response. The thesis suggests that responses to heard poems are oriented to some extent by the listener's gender in relation to the gender of the heard voice. The thesis argues that the findings have implications for pedagogy, the English curriculum, resourcing for teaching, the Citizenship curriculum and teacher education and professional development. Supplied by The British Library - 'The world's knowledge'
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Thomas, Rebecca Lynne. "The influence of a poetry-enriched environment on the poetry preferences and responses of sixth-grade children : a librarian-teacher collaboration /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555438211.
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Kong, Sut Ieng. "Humour and pleasures of childhood text : English and Chinese poetry for children." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456301.
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Brigley, Judith. "Unlocking and using a secret language : an exploration and analysis of effective strategies for teaching poetry writing to able students at Key Stage 4." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678336.
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Smith, John Warner. "A Mandala of Hands." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1484.
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Beissel, Michelle Patricia. "Dungeons and Dreams: The Children and Nightmares of Emily and Anne Bronte's Gondal Poetry." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/BeisselMP2001.pdf.
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Woolston, Rachelle M. "The Voice of Children in Art Song: A Study of Six Cycles Involving a Child's Perspective." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088912.
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Nicholson, Michelle A. "“To be men, not destroyers”: Developing Dabrowskian Personalities in Ezra Pound’s The Cantos and Neil Gaiman’s American Gods." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2628.
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Kazimierz Dabrowski’s psychological theory of positive disintegration is a lesser known theory of personality development that offers an alternative critical perspective of literature. It provides a framework for the characterization of postmodern protagonists who move beyond heroic indoctrination to construct their own self-organized, autonomous identities. Ezra Pound’s The Cantos captures the speaker-poet’s extensive process of inner conflict, providing a unique opportunity to track the progress of the hero’s transformation into a personality, or a man. American Gods is a more fully realized portrayal of a character who undergoes the complete paradigmatic collapse of positive disintegration and deliberate self-derived self-revision in a more distilled linear fashion. Importantly, using a Dabrowskian lens to re-examine contemporary literature that has evolved to portray how the experience of psychopathology leads to metaphorical death—which may have any combination of negative or positive outcomes—has not only socio-cultural significance but important personal implications as well.
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Sherwin, Sarah Grace. "Performing school nursing : narratives of providing support to children and young people." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/614997.
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Background: Child and adolescent mental health is an important public health issue within the UK. Providing support to young people, to help them cope with everyday life, is a key aspect of the school nurse’s role. Yet there is a paucity of published research within the UK and internationally about how this support is provided. Methodology: Using a narrative inquiry approach, presented as a performative text, this study set out to address the following research question, ‘How do school nurses provide support to young people?’ Stories were gathered from eleven school nurses to explore their experiences of providing support to young people using purposive sampling. The stories were analysed using an adapted version of the interpretivist-interactionist model (Savin-Baden, 2004). Poetic re-presentations were used to tell the stories of individual school nurses; an approach seen to be a novel in school nursing research. Using Soja’s (1996) spatiality theory as a framework the stories were analysed collectively, to explore different spaces used when providing support to young people. Findings: This study extends school nursing current literature about what it means to provide support. The importance of regular support and building trusting relationships is identified. Yet challenges exist in terms of the amount of emotional investment required by the nurses, as well as a lack of workforce capacity and organisational demands. It provides an original contribution to the body of school nursing knowledge by using an approach new in school nursing research, and distinguishing different and new spaces in which they perform to provide support to young people. Recommendations: Further research is necessary to gather stories from young people themselves. Additional support and training is recommended to enhance school nurses’ knowledge and skills in providing support. Findings should be conveyed to commissioners to provide insight into the school nurses’ role.
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Сунь, Л., and L. Sun. "Сравнительный анализ русских и китайских стихотворений для детей : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/93335.
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В данной работе рассматриваются русские и китайские стихи для детей дошкольного возраста. В качестве объекта анализа были отобраны "ключевые" тексты, исследование которых дает определенное представление о картине мира носителей русской и китайской культуры. Сравнительный анализ проводился на трех уровнях - с точки зрения реализации в стихах воспитательной, образовательной и эстетической функций. Подобный подход позволил выявить ряд аналогий как на содержательном уровне, так и на уровне формы.The following study is devoted to Russian and Chinese poetry for preschool children. The object of our exploration was “key” texts which, as we assumed, shed a light on a mindset of Russian and Chinese native speakers. We compared poems regarding to their disciplinary, educational and aesthetic functions. Such an approach has made it possible to expose a number of analogies both at the content level and the level of form.
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Bill, Mary Cameron. "The prosody of Tsonga children's oral poetry." Thesis, 2015. http://hdl.handle.net/10539/16293.
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Peng, Yu-chieh, and 彭雨潔. "The Study of Su Shao-lien's Children's Poetry." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/81454085911523984723.
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碩士國立新竹教育大學
人資處語文教學碩士班
100
Su Shao-lien, who was born in 1949, is an important contemporary poet in Taiwan contemporary poem’s field. Although he has great achievement in contemporary poem’s filed, few people know that Su Shao-lien also writes Children’s Poetry, and his Children’s Poetry is filled with love, innocence, and poetic style because of his closer relationship with children as an elementary school teacher, his enthusiasm towards poetry, and his high responsibility for Children’s Poetry. Therefore, in order to understand the creation and the literature value of Children’s Poetry, the author chose Su Shao-lien’s Children’s Poetry to be the topic of research by collecting his 60 poems. This research consists of seven chapters which are as following: Chapter 1 is introduction of the goal and the purpose of the study in terms of its content and range. Chapter 2 is to introduce Su Shao-lien’s life work and his viewpoints of Children’s Poetry. Chapter 3 is to analyze the symbols of image of Su Shao- lien’s works. Chapter 4 is to discuss the brief, the image and the rhythm of Su Shao-lien’s works. Chapter 5 is to discuss the expressive skills of Su Shao- lien’s works, such as rhetoric and the form. Chapter 6 is to analyze the aesthetic categories of Su Shao- lien’s works. Chapter 7 is conclusion.
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陳凱宜. "A study on Huang Chipo's work of children's poetry." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/14963840957964978408.
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Chung, Ya-Ching, and 鄭雅靜. "A Study on Teaching Children's Poetry with Integrating Images into the Creation of Poetry and Painting." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96837935753712639452.
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博士國立臺中教育大學
語文教育學系碩博士班
101
Writing poetry is a way of expressing feelings, and poetry is not limited to specific forms. In the research of beauty of poetry, imagery is most commonly mentioned. However, image is seldom touched upon in writing class or research. Therefore, this study attempted to introduce “images” in children’s poetry teaching to explore how meaning and sign of images can support children’s creative writing. According to previous literature and exploratory research, this study first designed “a children’s poetry instruction with images integrated into imagery poetry writing” for experiment. Later, this study modified this instruction based on experimental results and suggestions of related literature to propose “a children’s poetry instruction with images integrated into imagery poetry writing” that can lead students to create children’s poetry under support of images. The instruction involved two stages. In the first stage, students went through four periods of the reading class, which could increase their knowledge of poetry, writing ability, and also offer opportunities for practicing acquired skills. After the four periods of reading came one period of writing. In this stage, students were motivated to enrich their materials for writing. The teacher demonstrated this process first, allowing the students to experience this creative process through discussion and sharing. Later, the students began to meditate for ideas and create their poetry with the aid of the ideas sheet. Students were allowed to appreciate each other’s work to learn more creative materials, experiences, and adjust their writing for better results. The research subject was one sixth-grade class in an elementary school. Students in this class were given the proposed instruction for 16 weeks. During this period of time, both qualitative data and quantitative data were collected. Qualitative data were used to describe students’ learning responses and effectiveness, and quantitative data were analyzed to assess students’ performance. Results showed that the proposed instruction had a positive effect on the students’ learning interest, writing of imagery poems, and quality of children’s poetry writing. The students improved significantly in affective delivery and creativity. In this instruction, students were the subject. The teacher created a free and democratic learning atmosphere to encourage independent and autonomous learning. In return, the students created a learning strategy that was effective to themselves. The teacher’s effective teaching strategy also increased the feasibility of the proposed instructional design. Based on the above results, this study further proposed a children’s poetry teaching design suited for the teaching field and also offered some suggestions for teachers and future researchers.
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Kuo, Chih Ching, and 郭志清. "The Research of Language Style for Ping Zhan Children's Poetry." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/55098471145295357296.
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碩士國立臺中教育大學
語文教育學系碩博士班
101
Abstract There are already some studies on Ping Zhan’s poems before this paper, but they mostly focused on the appreciation and the artistic points of his poetry. Therefore, this paper attempts to study his poetry from the perspective of “Linguostylistics ”, in hope to provide a new viewpoint based on phonology, vocabulary and syntax analysis. Through research and analysis, this paper steps into some undiscovered field: On phonological term, including:Yin rhyme, zero consonants, single vowels and the use of a high proportion of exchange rhymes. On vocabulary terms, including:use of synonyms, color words, professional words, and noun phrases parallel. On syntactic terms, including:the main verb of the sentence, first-person point of view, long sentence style, supporting role of punctuation, and natural pauses derivatives such as extended and varied sentence. The value and contribution of this study are to reinterpret poems through the perspective of Linguistics and corroborated previous researches. In addition, this study also points out how to apply Ping Zhan’s children’s poems to teaching. The combination of research and practice makes the research results more meaningful.
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chang, yen-chen, and 張燕珍. "The research of multi-intelligence to fit into children's poetry creation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/92551135273952735759.
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碩士國立臺北教育大學
課程與教學研究所
97
This research is about adopting multiple-intelligence to fit into children’s poetry creation. The instructor applies multiple-intelligence to arouse the students’ motivation, inspiration and to collect the elements, subjects for composing poetry. Leading them to show the scenery of poetry and enrich the expression of the poetry, Hence to intrigue students’ interests and improve skill in poetry writing. The research concludes two goal objectives: 1. To study the children’s poetry teaching progress which applies multiple-intelligence. 2. To apply multiple-intelligence into children’s poetry writing lessons, and help students make progress in poetry writing. Inducing the action research strategy and scheme the educated projects which adopt multiple-intelligence fitting into children’s poetry creation. This teaching plan was put into practice in a second grade class. The researcher used teacher’s reflective notes, interview, students’ poem works, and questionnaires, for information gathering. And then discussing how the multiple-intelligence-applied teaching programs affect on students’ writing processes, which could help the teacher reflect and adjust the teaching programs. The results are: 1. According to the literature, proposing a teaching plan, based on multiple-intelligence by using three activities: children’s poetry appreciation, writing, declaiming, which provides students writing knowledge and skill. 2. With the using of this teaching plan, adding other two strategies: enriching the expression by verbal-intelligence and improving writing skill by reading, to make the teaching plan much more completed. 3. Analyzing the effect of multiple-intelligence-applied teaching processes. Inspiring students with multiple-intelligence, and providing materials of writing. Then making students become more interested in learning and leading them into the learning conditions. 4. After learning how to apply multiple-intelligence to write children’s poetry, students have improved their writing skill and create many good works. Students have more knowledge of poetry writing and verbal expression. The interest in writing and the will to write have been raised as well. 5. The application of multiple-intelligence in the teaching plan has the effects of: writing with multiple-intelligence results in a variety of student’s work with different subjects. On writing ability and skill, multiple-intelligence can help students expend their ideas about poetry productions and enhance their interests in writing. Students choose different topics with different experiences they have, even undergoing the same writing lessons, and making a wide range of diversity of chosen topics. According to the analysis of students’ learning journals, with six different units of children’s poetry writing, most of the students think it’s a funny and happy thing to do, and regarding poetry writing as an interesting and fun activity.
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Shu, Ching Wen, and 蘇靜雯. "A Study of Applying Yang Huan’s Poetry for Children to Classroom Activity-Based Teaching plans of children's TCSL." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40366447755719039681.
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碩士國立屏東教育大學
華語文教學碩士學位學程
101
ABSTRACT As learning Chinese becoming a world trend, more and more countries are planning the TCSL curriculum for children. Thus, the need for teaching materials in children’s TCSL is growing. Due to the lack of teaching materials, the TCSL teachers usually have to make the teaching materials by themselves and it helps the children to learn more efficiently. In this thesis, Yang-Huan’s three poems for kids were adopted for designing the teaching plans according to the linguistic and cognitive theories. The thesis is based upon the analysis of the literature and material needs collected from a comprehensive list of learners and teachers. After analyzing Yang Huan’s poetry for kids, we try to place emphasis on the topic, rhetoric, and characters of the language. By interviewing a number of Chinese-language teachers, I learned the needs for teaching materials and children’s TCSL and tried to design three teaching plans for the children of 7-12 focusing on the three parts stated above. To sum up, we came to the conclusions as followed: First, when viewed from the theoretical perspective, the activities of the poetry for kids in children's TCSL studies can help to engage the children in the class curriculum, and meet up with children’needs. Second, from a ground-level viewpoint, applying activities in children's TCSL will motivate the children and help them learn better with confidence. Finally, from a future viewpoint, it requires more people to work on the field of children's TCSL.
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Chiu, Wei-Yu, and 邱薇玉. "The Application of Forced Combinations about Children's Poetry Writing for Elementary School Fifth Grade Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37007713515920156297.
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碩士國立臺北教育大學
語文與創作學系語文教學碩士班
99
Abstract This study aimed to explore the feasibility of the application of forced combinations for elementary school children’s poetry writing, and its impact on students’ writing skills and creativity. This study used case studies from one class of the fifth grade in an elementary school as an experimental group, and conducted eight units of children's poetry writing and teaching activities. The study was the combinations of both qualitative and quantitative methods. Through teaching tools of writing scale, questionnaires before and after learning, and feedback questionnaire, we could understand students’ learning efficacy. Students’ learning works, pretest-posttest works, interviews, and teacher’s manuscript as a basis for discussion and analysis, we compared the creativity and writing performance differences before and after instruction. Through the research process in the various data collected and analyzed, the major discoveries were below: 一、The impact of forced combinations for the students’ learning will, the language arts expressive ability and creativity (一)To stimulate students’ interest in poetry writing can use innovative teaching methods. (二)To elevate the students’ language art expressive ability can establish diverse interesting language arts environment. (三)To strengthen the students’ creative thinking can resort to creative writing strategy. 二、The feasibility of forced combinations used in children's poetry writing (一)From some of seemingly impossible combinations, we can expand the creative writing. (二)From the proliferation of multiple radiation thinking, students can raise creative cognition. (三)Through lively diverse teaching designs ,students can create different poems to the degree of variety. According to the consequences of this research, researcher further makes suggestions for teaching children's poetry writing and the future research: 一、Suggestions on future teaching (一)We can extend the forced combinations on the scope of application when teaching writing. (二)Teachers must cooperate to research and develop creative strategies for teaching children's poetry writing. (三)We can break through the difficulties of forced combinations when teaching children's poetry writing. 二、Suggestions for future research (一)Teachers can explore forced combinations in the different areas of learning efficacy. (二)Teachers can probe forced combinations on students’ affective aspects of creativity. (三)Teachers can stretch out the efficacy of forced combinations when teaching children's poetry writing and engage in quantitative research.
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Schnoor, Diane Jackson. ""Sing it, um say it, um read it again!" : poetry and preschool children's meaning-making responses /." 2004. http://wwwlib.umi.com/dissertations/fullcit/3131380.
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丁婉儀. "Motivating jnuior high school students to read english by reading aloud shel silverstein's humorurs children's poetry." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/52977248923192707577.
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Pao, Kai-An, and 包凱安. "Transfer Architecture - Taking "London internet museum"、"Rome concrete poetry hall"、"Amsterdam children's playground"as design thinking operations." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/sn2z55.
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碩士國立臺灣科技大學
建築系
105
Since the dawn of civilization the ways and means of delivering information have been evolved steadily. In recent years, the pace of advancement has been increased astronomically. People were getting used to watch news media at home to know what is happening around the world, hear the tone of “Fur Elise” to know it is time to take out the garbage and shake their cell phones to get connected with friends. Nowadays, people are surrounded by the emerging of numerous internet social platforms, big data and internet of things. To deliver and receive mass amount of information, different media are modernized and applied. Consequently human behavior and inter-personal connections become much tightly knitted. As an architecture designer, one has to be aware of the changes and reflect it upon the structure designed. During the concept formation stage, a designer must take into consideration of the dialog and the interaction between users and the building to ensure that the people and building are connected. Just like an artist using space allocation to deliver his creative idea before he presents the value of the art. After understanding the need of users and the limitation of the construction site, an architect creates his design innovatively for additional value of the spaces. However quite often, the rational behind the initial idea were forgotten at the final outcome of the design. This design thesis is based on the“delivering information message”by architecture as the design ideology. It has been practiced on the three international design competitions that I have participated - London Internet Museum, Rome Concrete Hall and Amsterdam Children’s Museum. Through the design process, the designer was able to ensure the architectures become not only a media to deliver messages and creating the interaction of users and space but also echoing the behavior of users in this architecture environment.
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LU, YU-TING, and 呂玉廷. "Lin Zhong-long's Conception of Children's Poetry and Linguistic Stylistics Analyzing of "I Will Like to Color the Wind "." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/35891641211397959223.
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Diehl, Gregory. "Kitahara Hakushū and the Creative Nature of Children Through Dōyō." 2011. https://scholarworks.umass.edu/theses/674.
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In 1923, the poet Kitahara Hakushū wrote an essay entitled “Dōyō shikan” 童謡私観 or “Philosophy of Dōyō.” In it, he described a perspective on children that valued their innately creative potential. Hakushū felt that this potential was something that every child had and that could be enriched and drawn out through dōyō 童謡 (children's songs.) Hakushū’s views in this sense challenged the prevailing attitudes in the Taishō period toward children and toward the function that children’s songs and poetry should serve.
Despite Hakushū’s prominence as a poet, the “Dōyō shikan” has never been translated or closely analyzed in English. The analysis of the “Dōyō shikan” provides a lens through which to view Hakushū’s poetry for children. The principles that Hakushū described in this essay for writing dōyō can be seen both in Hakushū’s own work and the work of children who submitted poetry to Akai tori, a literary magazine for which Hakushū managed poetry. Those principles stressed the need for the poet to replicate the child’s voice, mind, and imagination for the purpose of writing dōyō that were creative, artistic, and meaningful to children.
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Ntuli, Cynthia Daphne. "From oral performance to picture books: a perspective on Zulu children’s literature." Thesis, 2011. http://hdl.handle.net/10500/4793.
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While over the years stakeholders such as publishers and academics have taken a keen interest in research into writing and publishing, they have been less concerned about research into indigenous children‟s literature. In this thesis a comprehensive examination of children‟s literature in the indigenous African languages of South Africa and in Zulu in particular, is presented. Qualitative research methods have been applied, using questionnaires and interviews to gain first-hand knowledge of problems and possible solutions to the dearth of original children‟s literature in the indigenous languages. The data obtained in this regard has proved invaluable to the researcher and, hopefully, will be so to others in the future.
Oral folktales narrated before the influence of the missionaries qualify as children‟s literature. The transition from the oral performance of these folktales to the reading of written children‟s texts is discussed in detail. This is achieved by considering the milieu, themes, content, functions and values of this children‟s literature. The discussion of imilolozelo (lullabies) and izilandelo/izidlaliso (game songs) presents the genre of children‟s traditional oral poetry as a form of performance based not only on narrative but also on songs and/or chants interspersed with rhythmical movements to relay their message.
Zulu school readers as modern literature for children are also examined by tracing their background and the development of original Zulu children‟s written literature since it was first recorded by the missionaries. Contents and themes of these early readers, dating from the 1800s, are examined and compared with a series of graded readers published in 1962 by C.L.S. Nyembezi.
The sixth chapter of the thesis investigates Zulu children‟s picture books as contemporary literature. Various types of picture books and their functions are discussed.
Research findings point to an urgent need for the training of African authors in the writing of age-appropriate books in indigenous African languages. Lastly, the study proves that it is feasible to regard traditional oral and modern indigenous texts as children‟s literature.D. Litt. et Phil. (African Languages)
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CHAO, CHEN YING, and 陳穎昭. "From“The Series of Little Poet”to the imaginary world of Children’s Poetry." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71428383785763924195.
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Chen, Shang-Yuh, and 陳尚郁. "Lin Huan-Chang’s Conception of Children’s Poetry and Linguistic Stylistics Analyzing on His Children’s Poetry of Animal." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/96145774870962302801.
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碩士臺北市立大學
中國語文學系語文教學碩士學位班
103
Lin Huan-Chang poetry work over half a century, involved range includes modern poetry, children's literature, painting, historical order, comment, teaching and outreach activities, not only itself received numerous awards, he is sparing no effort the promotion of poem education for the child and the child poem creation. Lin Huan-Chang has set up a " Cuckoo Children's Poetry Society ", "Republic of China Institute of children's Literature" and "Cross-strait Chinese children's Literature Research Society" and other agencies, its influence is evident. This thesis takes Lin Huan-Chang and his children’s poetry of animal as the object of study, explore his conception of children’s poerty and the language style of his children’s poetry of animal. This Paper is divided into six chapters： Chapter One －Introduction：Description of research motivation, purpose, analysis of previous studies, research scope and research methods. Chapter Two －Lin Huan-Chang’s creation course and his conception of children’s poerty：This chapter from the two-part research.First understand Lin Huan-Chang’s upbringing, the creative process and many achievements, and then further explore Lin Huan-Chang’s conception of children's poetry. Chapter Three－The phonological style of Lin Huan-Chang’s children’s poetry of animal：This chapter from the "stack-syllable word" and "rhyme arrangement" in research Lin Huan-Chang’s children’s poetry of animal, and explore phonological style of these children’s poetry of animal. Chapter Four－The Vocabulary style of Lin Huan-Chang’s children’s poetry of animal：This chapter from the "the use of animals in the form of words" and "intends to use the sound of the word" two angles to explore Lin Huan-Chang’s children’s poetry of animal in the style of vocabulary. Chapter Five－The syntactic style of Lin Huan-Chang’s children’s poetry of animal：This chapter from the " conducted in the form of a poem" and " dialogue forms" two angles to explore Lin Huan-Chang’s children’s poetry of animal in the style of syntax. Chapter Six－Conclusion：Based on the results of the first five chapters, and summarize the performance of Lin Huan-Chang’s conception of children's poetry,and the language style in Lin Huan-Chang’s children’s poetry of animal.
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Perglerová, Jitka. "Dětský čtenář - dětský básník." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-386952.
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The presented diploma thesis maps the situation of contemporary child's reading. It deals with the factors which form the child reader externally (especially family, school and libraries, or the projects supporting child's reading). The main part of the thesis presents an analysis of the contemporary poetry for children. It examines how the books can influence the readers and motivate them for further reading. For the text analysis, the books of poetry which were awarded in competitions of Zlatá stuha or Magnesia Litera in 2013-2017 were selected as representative samples, namely Poetický slovníček dětem v příkladech, Všelijaké řečičky pro kluky a holčičky and Moře slané vody by Radek Malý, Tetovaná teta by Daniela Fischerová, Vynálezárium by Robin Král and Hlava v hlavě by David Böhm and Ondřej Buddeus. When analyzing the illustrations, attention was paid to the selected books that won the art category of Zlatá stuha and the competition Nejkrásnější česká kniha roku (The Most Beautiful Czech Book of the Year) and to the books representing the model production of the publishing houses of Běžíliška, Meander and series Raketa in publishing house Labyrint. An aspect of illustration was analyzed in the concertina books Rekomando and Ferdinande! by Robin Král and concertina book O čem sní by Petr...