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Journal articles on the topic 'Young adult poetry'
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Neira-Piñeiro, María del Rosario. "Children as Implied Readers in Poetry Picturebooks: The Adaptation of Adult Poetry for Young Readers." International Research in Children's Literature 9, no. 1 (July 2016): 1–19. http://dx.doi.org/10.3366/ircl.2016.0179.
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This article analyses Spanish poetry picturebooks for children and young adult readers based on adult poetry. It argues that the main changes that occur in the adaptation process involve the paratexts and literary communication, while the pictures play a prominent role in the creation of the new implied reader. The illustrations transform the original poems in many ways: they can describe, represent the poetic voice, add a story, introduce visual imagery or guide interpretation among other things. Finally, the article examines the pedagogical implications of these picturebooks and argues that they are a good resource for literary education, as they make great literature more attractive and accessible for children and young adults.
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Zitlow, Connie S. "Young Adult Literature: Did Patty Bergen Write This Poem?: Connecting Poetry and Young Adult Literature." English Journal 84, no. 1 (January 1995): 110. http://dx.doi.org/10.2307/820491.
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Lesesne, Teri S. "BOOK TALK: What Books Should Anyone Working with Teens Know?" Voices from the Middle 9, no. 3 (March 1, 2002): 47–52. http://dx.doi.org/10.58680/vm20022404.
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Presents an annotated list of 44 young adult books that represent the wide range of young adult literature available for teens. Represents a variety of genres from poetry to science fiction/fantasy to historical fiction and story collections. Lists the 2002 winners for six major awards.
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Stover, Lois T. "What’s New in Young Adult Literature for High School Students?" English Journal 86, no. 3 (March 1, 1997): 55–62. http://dx.doi.org/10.58680/ej19973356.
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Discusses, from the perspective of the co-editor of the National Council of Teachers of English’s annotated yearly booklist for high school students, new young adult literature and trends. Presents annotations of adolescent literature on hot topics (AIDS, abuse, death), choices and transitions, poetry, nonfiction, diversity issues, and historical fiction.
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Letcher, Mark. "Off the Shelves: Poetry and Verse Novels for Young Adults." English Journal 99, no. 3 (January 1, 2010): 87–90. http://dx.doi.org/10.58680/ej20109529.
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Crowe, Chris. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? by Margie K. Brown." English Journal 90, no. 5 (May 1, 2001): 150–56. http://dx.doi.org/10.58680/ej2001784.
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Points out the rich variety of poetry for teenagers available today, and suggests reasons why teenagers might have a difficult time finding it. Appends a list of more than 120 collections of poetry, arranged in categories.
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Gallo, Don. "Bold Books for Teenagers: Hungry for More Poetry." English Journal 96, no. 1 (September 1, 2006): 120–23. http://dx.doi.org/10.58680/ej20065704.
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“Bold Books for Innovative Teaching” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature will also appear in this column.
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Urquhart, Zach, and Pearson Urquhart. "Fahrenheit 450." Study & Scrutiny: Research on Young Adult Literature 6, no. 1 (August 26, 2023): 138–65. http://dx.doi.org/10.15763/issn.2376-5275.2023.6.1.138-165.
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In this article, we use what we are dubbing “Conversation through Poem” to explore the lived experiences of a father and his daughter, a young adult who has read many of the books that are frequently labeled controversial and banned in schools and libraries. We wrote a series of poems to reflect on how and to what degree reading controversial books has had positive or negative effects. With Parsons’ Reproduction Theory (1959) as a framework, our discussion and reflection through poetry suggests that rather than indoctrinating young people, reading “controversial” books leads to an understanding an openness, as well as showing the need for the voice of young adults in the very conversations surrounding banned books.
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Skowron-Schmidt, Pauline. "Carpe Librum: Seize the (YA) Book: Reading Aloud: Poetry at Its Finest." English Journal 104, no. 4 (March 1, 2015): 96–97. http://dx.doi.org/10.58680/ej201527050.
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Jackson, Mario. "Bookshelf: Kappan authors on their favorite reads." Phi Delta Kappan 104, no. 5 (February 2023): 69. http://dx.doi.org/10.1177/00317217231156247.
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In this regular column, Kappan authors recommend books that have inspired them as educators. This month, Mario Jackson recommends the 1970 classic Pedagogy of the Oppressed by Paulo Friere. And Rachel S. White recommends the 2014 young adult novel in poetry The Crossover by Kwame Alexander.
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Hong, Huili. "Writing as defamiliarization processes: An alternative approach to understanding aesthetic experience in young children’s poetry writing." Journal of Early Childhood Literacy 19, no. 2 (June 9, 2017): 175–205. http://dx.doi.org/10.1177/1468798417712338.
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This article provides a unique lens for understanding young children’s poetry writing. It focuses on defamiliarization as a cultural tool and practice to engage students’ imagination, playfulness, creativity and aesthetic experience into their poetry writing and to experience the world differently and aesthetically. The research aims of this article are (a) to examine how familiar things were defamiliarized in children’s poetry writing process and poems and (b) to explore what and how aesthetic experiences could result from the defamiliarization process. More specifically, three key literacy events were selected from different writing units during one academic year. Ethnographic discourse analysis was adopted to examine the teacher–student interactive conversations in poetry writing when they defamiliarized their familiar things, places and situation. The data analysis showed that the defamiliarization process made an important contribution to the young writers’ development of language, literacy and their sense of self as a writer. The results exemplified defamiliarization processes as a way to promote the teaching and learning of writing for aesthetic experience beyond linguistic text production. Furthermore, the article provides critical indicators that link children’s writing and multilayered aesthetic experience, and it highlights the critical role of an adult/teacher in channelling children’s affinity with play, imagination, creativity and aesthetic experience into their poetry writing.
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Henze, Adam D. "Read This Book Out Loud: A Critical Analysis of Young Adult Works by Artists from the Poetry Slam Community." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 37–53. http://dx.doi.org/10.14434/ijlcle.v4i0.26915.
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This article examines the efforts of notable authors from the poetry slam community who have published Young Adult works intended for the classroom. Numerous secondary educators have embraced spoken word poetry as an engaging art form for teenagers yet often express difficulty in finding age‐appropriate material to share in school settings. This literature review hopes to serve as an introductory reference for secondary educators and researchers, and differs from slam‐themed reviews in that it specifically highlights artists from the slam circuit who have transitioned into YA publishing. Since the featured authors hail from backgrounds in theatre and performance, the works discussed often incorporate characteristics of oral verse that seemingly transcend the print medium. Also examined is the inherent barrier between oppositional, profane narratives embraced by youth, and the expectations of educational institutions who use censorship to sterilize places of learning. Written by an educator and academic who has been a part of the slam community for over a decade, this article offers an insider’s perspective for secondary educators, researchers, and fans of spoken word poetry who wish to know more about integrating the works of prominent ‘slammers’ into their classroom curricula.
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Egorova, L. V. "Pestereva, E. (2021). The instinct of enlightenment. St. Petersburg: Aleteya. (In Russ.)." Voprosy literatury, no. 2 (May 6, 2022): 282–87. http://dx.doi.org/10.31425/0042-8795-2022-2-282-287.
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The book is a collection of Elena Pestereva’s philological and critical articles, overviews, reviews, and essays. Equally good are ‘one-off pieces’ and continued articles devoted to the recurrent and highly appreciated characters of Tsvetkov, Yuriev, and Gandlevsky. The book contains over fifty articles, grouped into three sections. The section entitled ‘Context’ features chapters on festivals and poetry, literary awards and poetry, and specific cases of visual arts and poetry. The section ‘Text’ discusses the poets from the Moscow Time [Moskovskoe vremya] circle and the Lwów school of poetry, as well as prose writers, critics and their books. ‘Intertext’ contains reviews of new books, originally for the ‘Bookcase’ column of the Novaya Yunost journal. E. Pestereva possesses a refined literary taste, which inspires confidence in the readers of various media (thick literary journals, young adult magazines or glossies). And, even more importantly for a critic who substantiates her personal preferences with a scholarly argument, she is familiar with modern psychological methods.
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Yoo, Hyun-Joo. "Analysis of Trends in Research on Children’s and Young Adult Literature/Literature Education." Korean Society for Teaching English Literature 26, no. 2 (August 30, 2022): 87–123. http://dx.doi.org/10.19068/jtel.2022.26.2.04.
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Since the Korean Society for Teaching English Literature (KSTEL) was founded in 1992, it has grown into an academic organization representing English literature-related research and education in Korea through various active academic activities, including biannual academic conferences and the publication of the Journal of Teaching English Literature (JTEL) three times a year. JTEL is a vital source of information on children’s and young adult literature and literature education by featuring analyses of poetry, fiction, drama, film, and non-fictional materials and providing ideas for teaching children’s and young adult literature in the classroom.
To celebrate KSTEL’s 30th anniversary, this paper reviews and draws the trajectory of the kinds of writers, literary works, and research topics that scholars have been interested in. In this paper, I comprehensively examine and analyze the changes in goals, methodology, topics, themes, perspectives, and contents of research papers related to children’s and young adult literature criticism and literature education over the past three decades. I also make some suggestions regarding the journal’s direction for the future based on personal opinions and beliefs.
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Putri Wulandari, Alisa. "ACEH PEOPLE'S BEDTIME CHILDREN TRADITION: Values and Messages Contained in Dodaidi's Poetry." AKADEMIK: Jurnal Mahasiswa Humanis 3, no. 2 (May 1, 2023): 59–65. http://dx.doi.org/10.37481/jmh.v3i2.594.
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Each region and tribe has its own traditions, just as in Aceh, there is a custom for people to put their children to sleep by singing Dodaidi poetry. In various literatures, it is explained that the custom of the people of Aceh to sing Dodaidi poetry is a legacy from their ancestors, which aims to teach Islamic religious values. In Muslim society it is believed that young children have good hearing and memory abilities, so various occasions, including when they sleep, are an opportunity to teach religious values. Based on this background, this research was conducted to analyze the values and messages contained in Dodaidi's poetry as a bedtime for children. To answer this goal, a scientific method was established in the form of a qualitative approach using a literature review research method. The object of this research is the Dodaidi poetry of the people of Aceh, Indonesia. The results of the study reveal that Islamic religious values are the main feature in Dodaidi's poetry, it contains deep messages for the life of the child as an adult, for example growing into a healthy and strong child so that he can defend his religion and country.
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Margaretha, Chintya, and Liem Satya Limanta. "Cracks in the Self: A Poetry Collection Exploring Narcissism and Its Coping Mechanism in Youth." k@ta kita 12, no. 1 (March 4, 2024): 34–42. http://dx.doi.org/10.9744/katakita.12.1.34-42.
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When a girl grows up with an authoritarian parent, the trauma causes her to develop narcissistic personality disorder (NPD) in her young adult years, disrupting her ability to form healthy relationships with her mother, friends, and especially herself. To escape any emotional discomfort, she turns to non-suicidal self-injury (NSSI) as a coping mechanism. This narrative poetry explores the progression of Renee's life from childhood to her struggle with NPD in young adulthood. It highlights how dangerous NPD is when Renee resorts to NSSI to deal with the negative reactions from others. This creative work underscores the seriousness of NPD since it may lead to a harmful coping mechanism called NSSI.
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Hope, Kristen, Dhruv Bhatt, Januka Jamarkatel, Brian King, Osish Niroula, Jeshis Jamarkatel, Siroun Thacker, et al. "Poetry for Rights! Intergenerational Co-creation for Child Rights Scholarship." Amicus Curiae 5, no. 3 (July 1, 2024): 531–63. http://dx.doi.org/10.14296/ac.v5i3.5711.
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This article presents the work of a group of child rights activists including children, young people and a supporting adult, who creatively convey their thoughts and feelings about the most pressing contemporary issues in the field of children’s rights and explore implications for intergenerational co-authorship in the child rights space. The children and young people decided to use poetry as a form of communication to express themselves about the challenges and aspirations of being child rights activists in an era of polycrisis, and they then worked together to analyse the poems, identifying cross-cutting themes around mental health, navigating power relationships and demands for a more inclusive, equitable future. The text of the article contains links to online video recordings of the authors performing their poetry, inviting readers to immerse themselves in a multi-sensory experience of child-led, child rights scholarship. Accordingly, the article presents an exploration of imaginative, interactive and intergenerational scholarship on children’s rights and suggests that co-creation with children may provide a way of upholding children’s rights while making space for new epistemologies that challenge Eurocentric, adultist norms of knowledge production in the child rights space. Keywords: child rights; child participation; arts-based methods.
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Chick, Kay A. "Promoting Democratic Ideals and Social Action: Children’s Literature on the Civil Rights Movement and School Integration." Social Studies Research and Practice 2, no. 1 (March 1, 2007): 58–68. http://dx.doi.org/10.1108/ssrp-01-2007-b0005.
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This article highlights the role of social studies educators in promoting democratic ideals and social action. The benefits of incorporating children’s and young adult literature into the social studies curriculum in the elementary and middle school grades are discussed. Biography, historical fiction, poetry, and information books are presented to teach students about the civil rights movement and school integration. Literature extension activities are designed to encourage students to examine issues of equality, social justice, and human dignity, while also considering their own prejudices and perspectives on social action.
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Callinan, J., and I. Coyne. "Arts-based interventions to promote transition outcomes for young people with long-term conditions: A review." Chronic Illness 16, no. 1 (July 13, 2018): 23–40. http://dx.doi.org/10.1177/1742395318782370.
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Objectives To conduct a systematic review of arts-based interventions promoting transition from paediatric to adult services for young people (Note: The term young people refers to adolescents and young adults.) with long-term conditions and to explore their effectiveness. Interventions Arts-based interventions included studies of young people who were actively participating in the intervention rather than passive observers. Visual arts interventions included film/video production, time-based media, photography, animation, sculpture, audio, installation, sound recordings, painting, textiles, print, mixed media, multimedia. Arts-based interventions included creative writing, poetry, dance, choreography and storytelling. Main outcome measures We included all outcome measures relevant to transition and any chronic condition. These included: self-care knowledge and skills, autonomy, continuity of care, adherence to treatment and attendance at appointments. Results Seven studies reported arts-based interventions promoting outcomes that are relevant to transition. These studies showed that arts-based interventions may influence young people with long-term conditions self-esteem, confidence and self-expression. The findings must be treated with caution as the evidence was weak with studies using qualitative measures and of poor methodological quality. Conclusions There is a need for further research of arts-based interventions for children and adolescents with long-term conditions that incorporate objective measurements or validated tools to assess outcomes relevant to the transition process.
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Chrzanowska-Kluczewska, Elżbieta. "The Language of Fear in Children’s Literature: A Case Study of Ted Hughes’s Poems for Children." Tematy i Konteksty 16, no. 11 (2021): 453–71. http://dx.doi.org/10.15584/tik.2021.29.
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The article tackles the issue of the language of fear exploited in children’s literature, taking Ted Hughes’s Nature poems for young readers as the object of analysis. It presents a perspective of linguistic stylistics and literary semantics and as such is not meant to be a critical literary evaluation of Hughes’s poetry. Rather, it focuses on linguistic instruments of creating the aura of fear in children’s poetry and their cognitive import. The author has chosen a neuroscientific paradigm for the two closely related emotions – fear and anxiety – as propagated by American researcher Joseph LeDoux, most prominently in his work “Anxious” (2015). LeDoux maintains that the feeling of fear is not inborn but rather a cognitive construct emergent from the use of one’s native language practiced within a particular socio-cultural context. The unique atmosphere of Hughes’s poetry has been achieved by a rich lexicon of fear-related notions and a skillfully applied figuration (anthropomorphisms, similes). His poetic imagery powerfully complements the vocabulary and troping in calling to life fictional worlds, often uncanny and menacing, remote from the young readers’ experience. The author of this article perceives in the lexicon, figuration and multimodal imagery (both verbal and visual, the latter realized as illustrations in picture-books) an important didactic device that teaches children how to manage fearsome experiences. This capability will also prepare children to face anxiety, an emotion typical of adult life and related mostly to existential problems.
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Conrad, Rachel. "“We Are Masters at Childhood”: Time and Agency in Poetry by, for, and about Children." Jeunesse: Young People, Texts, Cultures 5, no. 2 (December 2013): 124–50. http://dx.doi.org/10.3138/jeunesse.5.2.124.
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This essay considers a selection of poetry by, for, and about children in order to explore representations of time and agency. Reading poems across contexts of writers’ age-related social positions and audiences can illuminate poets’ strategies for representing children’s agency in and over time, since representations of time are infused with adult-child power relations. Only poems written by young people conveyed a conception of temporal agency that encompassed characters’ experiences of time as children. The essay concludes by proposing a notion of children’s temporal standpoints that incorporates agency at the levels of action and social role.
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Moskalenko, Olga A. "The world of childhood in poetry by F. García Lorca: representation in Russian translation." Philological Sciences. Scientific Essays of Higher Education, no. 1 (January 2021): 50–57. http://dx.doi.org/10.20339/phs.1-21.050.
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The article is devoted to a comparative analysis of translation Garcia Lorca’s verses from the series “Canciones para niños”. The author suggests to give up on understanding the work of the Spanish poet as tragic and pay attention on the phenomenon of “bright joy” in his works. The world of childhood is a core uniting many poems. “Canciones para niños” is distinguished by duality both at the level of structure and content, which is achieved by combining folklore motifs from the childhood with the adult symbolism of traditional images for Garcia Lorca. It should be noted that the "cold" color scheme, metal, monochrome are dominant: in this way the poet creates the mirror effect between the world of childhood and the world of adulthood. Light, weightless tunes are intended for children, and the cold world behind the looking glass is made for adults, for the “generation of 27” with whom Garcia Lorca determined the creative trajectories of the new era. А translator faces a difficult task: to convey the ambivalence of images, preserving the simplicity and playful laconicism of the form for young readers, revealing the deep tragedy of the disappointments of growing up for their parents.
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Zinchuk, N., and O. Pogrebnyak. "THE OEUVRE OF ANDREI HADANOVICH IN THE CONTEXT OF MODERN BELARUSIAN-UKRAINIAN LITERARY INTERACTION." Comparative studies of Slavic languages and literatures. In memory of Academician Leonid Bulakhovsky, no. 35 (2019): 230–38. http://dx.doi.org/10.17721/2075-437x.2019.35.22.
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The article covers the main features of Andrei Hadanovich’s works as s a representative of the modern literary process in Belarus and his liaison with Ukrainian writers and translators. Considerable attention is paid to the first literary attempts of the Belarusian writer, the process of professional development and the features of postmodernism in his writings. In this context the poetry of Andrei Khadanovich combines the achievements of Eastern European «book» poetry with elements of modern culture (pop, rock, rap, urban slang). Using his poetry-song «Hotel Belarus» as example, the research depicts «classical» postmodernism features in Andrei Hadanovich’s works – intermediality, intertextuality, irony, play, numerous allusions, parodies, experiments with form and genre. The paper also describes the main directions of the Belarusian writer’s literary work in Ukraine, his role and place in the development and popularization of modern Ukrainian literature and culture among Belarusian readers. The creative cooperation between Andrei Hadanovich, Serhiy Zhadan, Oleksandr Irvanets and Yurii Andrukhovych is characterized on the basis of their poetry books and collaborations. In particular, review of Khadanovich’s works includes several books of poems – his very first edition of «Letters from the Blankets» in Ukrainian, «From Belarus with Love», also published in Ukraine but in Belarusian, twin books «Belarusian Man» and «Ukrainian Airlines», created in the close collaboration with Serhiy Zhadan and other young artists and translators. In addition to creating some «adult» poetry, the writer from Belarus is shown as children’s author. His book of funny lyrics for children “Daddy’s Notes” was also first published in Ukraine in Ukrainian translation.
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Saper, Craig. "Saudades: Toward a Sociopoetics of Diaspora, Migration, & Exiled Writing." Gragoatá 28, no. 62 (November 14, 2023): e58721. http://dx.doi.org/10.22409/gragoata.v28i62.58721.en.
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Unpacking the term saudades, this article weaves together Claude Lévi-Strauss's research in Brazil for Tristes Tropiques with both Oswald de Andrade's 1928 Manifesto Anthropofago, and Rose and Bob Brown's visual poetry, travel guides, cookbooks, and young adult history books about Brazil. One can consider these projects as decolonial theory, poetry, and sociopoetics seventy or eighty years before decolonial theory became a widely discussed term. Augusto de Campos of the Noigandres group and a leader of the International Concrete Poetry movement wrote introductions to facsimile editions of both Oswald de Andrade's manifesto and then later to Bob Brown's republished collection of visual poems, 1450-1950. Although almost completely unknown now, Rose herself authored three children’s books, Two Children of Brazil, Two Children and their Jungle Zoo, and Amazon Adventures of Two Children, one social geography, Land and People of Brazil, and one biographical history, American Emperor: Dom Pedro II of Brazil, all while living in Brazil. Rose and Bob together edited the Brazilian American business weekly in the early and mid-1920s. All of these people may have known each other in Brazil as they worked and lived among overlapping circles of friends and colleagues involved in the modernist avant-garde, but as-of-yet, whether they met or not remains a mystery.
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Henze, Adam. "Read This Book Out Loud: A Review of Young Adult Works by Artists from the Poetry Slam Community." ALAN Review 44, no. 2 (December 21, 2017): 68–78. http://dx.doi.org/10.21061/alan.v44i2.a.8.
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Brown, Margie K., and Kristana Miskin. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? Discoveries: A Whole Lot of YA Poetry." English Journal 90, no. 5 (May 2001): 150. http://dx.doi.org/10.2307/821889.
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Travagliati, Anna. "From illustrating poems to creating a picture book: Creative collaborations with Italian author Anna Travagliati, Italian artist Serena Della Bona and US translator and editor Bristin Scalzo Jones." Book 2.0 13, no. 1 (July 1, 2023): 51–74. http://dx.doi.org/10.1386/btwo_00082_1.
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In this article, author Anna Travagliati explores her creative collaborations with artist Serena Della Bona and translator and editor Bristin Scalzo Jones, in the form of summaries of two projects: Presagi | Omens: A Collection of Illustrated Poetry in Italian and in English (2021), whose English translation was carried out by Jones, and their latest project, the picture book La Cavaliera e la Notturna | The Knightess and the Nocturne, an original story which reinterprets the familiar fairy tale Sleeping Beauty. A large part of the article consists of interviews conducted by the author with Serena Della Bona and Bristin Scalzo Jones, who detail their respective backgrounds, interests, professional practices and their views on collaboration and on creating picture books for a young adult and adult readership. These interviews centre feminist collaboration in both content and form, in so far as they allow this article to push back against masculine individualistic conceptions of authorship by providing a polyphony of female voices, spoken in their own words. The article is accompanied by two appendices which provide examples from both Omens and The Knightess and the Nocturne.
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Ojcewicz, Grzegorz. "Muzyczno-synestezyjna przestrzeń Mariny Cwietajewej w eseju autobiograficznym „Matka i muzyka”." Acta Neophilologica 1, no. XXII (June 1, 2020): 149–70. http://dx.doi.org/10.31648/an.5224.
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The author presents Marina Tsvetaeva’s musical and synaesthetic space on the basis of My Mother and Music, her autobiographical essay. Synaesthesia, although present in the life of Tsvetaeva as a young child and adult poet, is not especially depict-ed in this particular piece of work. The writer chose her memories which encompass a significant period of time from her birth to her 42nd birthday as her main narrative focus. The musical sphere of the young child was presented through the piano and its attributes (the keyboard, pedals, music stand, metronome, notes, piano stool), which were a source of various – both positive and negative – experiences for this sensitive girl. Marina Tsvetaeva’s mother, unfulfilled as a pianist, undoubtedly played a toxic role in her musical education. Maria Tsvetaeva “drowned and killed her daughters with music”, making them feel an organic resistance towards required physical and mental efforts far too great for their age. The situation changed after her mother’s death when Marina could pour all her love for music into incredibly original lyric poetry, becoming one of the greatest writers of the 20th century.
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Oikarinen-Jabai, Helena. "Young Finnish People of Muslim Background: Creating “Spiritual Becomings” and “Coming Communities” in Their Artworks." Open Cultural Studies 3, no. 1 (February 1, 2019): 148–60. http://dx.doi.org/10.1515/culture-2019-0013.
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Abstract In this essay I discuss artworks by a sample of young people with a Muslim background who participated in the Numur—Islam and I exhibition, which was organised as part of the Young Muslims and Resilience (2016-2018) research project. Art exhibitions were staged in November 2017 and March 2018 with eighteen young adult participants/co-researchers. Their artworks included video and textile installations, photo collages, paintings, calligraphy and poetry, dealing with issues such as faith, dialogues between religious communities, gender, belonging and sexual diversity. Here I concentrate on some works by the participants who stated that they leaned on Sufism or spirituality in their working processes, or whose works expressed qualities that may be reflected through the spectrum in which rhizomes of Sufi ways of understanding human existence in the world are present. In their artworks, the participants created fresh ideas about possible encounters, which I interpret as being linked to modern and postmodern ideas of relationships between spaces and “becoming communities.” Likewise, these ideas can be traced to our common philosophical heritage, which is partly based on spiritual mystic thought and practices of different religions. By using art, the participants could embody this legacy, create spaces for themselves and open landscapes for discussions between Muslim believers and people with different religions and worldviews.
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Niederberger, Erin, Sarah A. Buchanan, and Hali Allen. "Mary F. Lenox: Library and Information Science Connector and Poet of Justice." Libraries: Culture, History, and Society 6, no. 1 (March 1, 2022): 187–210. http://dx.doi.org/10.5325/libraries.6.1.0187.
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ABSTRACT Mary F. Lenox, born 1944, is a notable scholar, library school leader, Kellogg National Fellow 1982, school librarian in Chicago (MLS Rosary College), and ardent poet. Best known as the first Black dean at the University of Missouri, Dr. Lenox has many accomplishments before, within, and after that post meriting parallel recognition. She is a role model for Black students and faculty across the campus, and for her compeers nationwide – colleagues in ALA’s then-Young Adult Services Division and readers of her poetry in two books (2015, 2019), spoken at TEDx San Diego, or on the airwaves anew after the killing of George Floyd in May 2020. In our study of Dr. Lenox’s LIS educator career we draw together her leadership of the school librarianship study program and grants, her successful organizing against proposed budget cuts and selection as dean, and her scholarship on libraries in African American life, youth services, and cooperative multimedia-collection building.
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Pöhlmann, Egert. "Excavation, Dating and Content of Two Tombs in Daphne, Odos Olgas 53, Athens." Greek and Roman Musical Studies 1, no. 1 (2013): 7–24. http://dx.doi.org/10.1163/22129758-12341235.
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Abstract On 13. and 14. May 1981, in the course of emergency excavations in Odos Olgas 53 in Daphne, Athens, two tombs were excavated, the second of which was heralded as the Tomb of the Musician by the press. The contents were transferred to the National Archaeological Museum and later, after restoration, to the Archaeological Museum of Piraeus. In Tomb I there were found the bones of an adult person in his or her 40s, together with four lekythoi, which can be dated by their shape and the style of the paintings to about 430 B.C. In Tomb II there were found the bones of a young adult in his or her early 20s, together with toys, tools, a writing case with stylus and inkpot, fragments of a papyrus scroll and five leaves of two different wooden note-books (polyptycha), together with the remains of a lyre, a harp and one tube of a pair of auloi with mouthpiece. On the papyrus fragments and the polyptycha scanty remains of writing in the Ionian alphabet can be read. Some mythical names point to poetry; musical notation, alleged by the inventory books to be detectable, could not be seen. The harp is an example of the type called the ‘spindle harp’, which is represented on vase pictures from 430 to 410.
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Сурнина, Лидия Егоровна. "Forms of expression of the author’s consciousness in N. Shchukin’s children’s poetry." Tomsk state pedagogical university bulletin, no. 4(144) (July 21, 2023): 136–44. http://dx.doi.org/10.23951/1609-624x-2023-4-136-144.
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Литература для детей – целый пласт коми литературы, который на сегодняшний день является мало изученным. Существуют критические статьи, в которых раскрывается тематическое и образное своеобразие поэтических произведений для детей, но нет отдельных работ, в которых стихотворения коми поэтов рассматривались бы с точки зрения их субъектной организации. Научная новизна данного исследования заключается в подходе к анализу стихотворений Н. Щукина – коми детского поэта – с точки зрения их субъектной организации. На основе анализа литературного материала установлено, что в его творчестве преобладающими формами выражения авторского сознания являются лирический герой и предметно-поэтический мир. Для детской поэзии коми поэта свойственен такой лирический герой, в котором отражается и детское, и взрослое начало, но с очевидным доминированием взрослого. Лирический герой – это человек, для которого детские впечатления становятся воспоминаниями во взрослой жизни. На то, что в стихотворениях преобладает взрослое начало, указывает временной фактор: через глаголы отражается единство настоящего с прошлым. В ходе анализа установлено, что лирический герой занимает определенное, но не преобладающее положение. В детской поэзии Н. Щукина основной формой выражения авторского сознания становится предметно-поэтический мир. Особенностью стихотворений становится то, что поэт сосредотачивает внимание маленьких читателей на открытии простой и неброской красоты северной природы. Однако прием метафорического одушевления природных явлений, использование глаголов и звуковая оркестровка произведений создают образ живой природы, что дает возможность детям почувствовать, ощутить и услышать окружающий их мир. Поэтический мир как способ выражения авторского сознания в детской лирике Н. Щукина проявляется и в стихотворениях, основанных на художественных приемах фольклорной жанровой формы – загадки. В данных поэтических произведениях предметы даются в ярких, выразительных, но в то же время понятных детям деталях, соотносимых с его жизненным опытом в родном краю. Literature for children is a whole layer of Komi literature, which is little studied today. There are critical articles that reveal the thematic and figurative originality of poetic works for children, but there are no separate works in which the poems of Komi poets would be considered from the point of view of their subject organization. The scientific novelty of this study lies in the approach to the analysis of N. Shchukin’s poems from the point of view of their subjective organization. Based on the analysis of literary material, it was established that in his work the predominant forms of expression of the author’s consciousness are the lyrical hero and the subject-poetic world. The Komi poet’s children’s poetry is characterized by such a lyrical hero, which reflects both the childish and adult beginnings, but with the obvious dominance of the adult. A lyrical hero is a person for whom childhood impressions become memories in adulthood. The fact that the adult beginning prevails in the poems is indicated by the time factor: the unity of the present with the past is reflected through the verbs. The lyrical hero occupies a certain, but not dominant position. In N. Shchukin’s children’s poetry, the subject-poetic world becomes the main form of expression of the author’s consciousness. A feature of the poems is that the poet in them, with the help of colors, focuses the attention of young readers on discovering the simple and discreet beauty of the northern nature. However, the use of metaphorical animation of natural phenomena, the use of verbs and the sound orchestration of works create an image of an unusual, fabulously magical wildlife, which makes it possible for children to feel, feel and hear the world around them. The poetic world as a way of expressing the author’s consciousness in N. Shchukin’s children’s lyrics is also manifested in poems based on artistic techniques of the folklore genre form – riddles. In this poetic work, objects are given in bright, expressive, but at the same time, details understandable to children, correlated with his life experience in his native land.
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Somerset, Jo. "Juxtaposing and Jostling: The Art of Writing History?" European Journal of Life Writing 9 (December 28, 2020): C91—C114. http://dx.doi.org/10.21827/ejlw.9.35933.
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This reflective essay seeks to question, through my creative practice, methods of writing the history of post-1945 events for a young adult reader. Using creative techniques to add depth to the research, I explore the scope of the future project through a palimpsest diagram as well as poetry, word association and vignettes of my lived experiences. I compare how other creative writers have treated historical narrative in fiction, memoir and drama. Building on schoalrly debate on the role of life writing in historical processes, both source materials and historiography, the essay analyses the scholarship on postmodern representations of the recent past in literature, including personalised life writing and autobiography as well as novels. Problems jostle for attention: blank spaces of the historical records, unreliable memories, competing definitions of truth, Western class-bound identity and twenty-first century retrospection. My conclusions suggest that novelistic and lyrical techniques and voices may be an effective medium for shining a spotlight on the themes of the late twentieth century. The resulting work of auto/history will be written and read through a personal lens which that is at the same time a memoir, history and historiography, which juxtaposes a microscopic life against the constellation of world events.
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Morawski, Cynthia Marlene, and Catherine-Laura Dunnington. "From Landfill to Loom: Two Teacher-Researchers Chronicle Their Sustainability Narratives via The Secret Under My Skin." Journal of the Canadian Association for Curriculum Studies 17, no. 2 (March 2, 2020): 80–99. http://dx.doi.org/10.25071/1916-4467.40377.
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Traditionally, the responsibility for sustainability education has been assigned to the fields of science, engineering, technology and outdoor education. More recently, English language arts have begun to play an integral role in educating students on the importance of preserving the environment for future generations. Pertinent research, however, indicates that many teachers, including those teaching English, do not feel fully prepared to address sustainability in their classrooms. Such teachers would benefit from either pre-service or in-service support where they would have opportunities to gain more knowledge about sustainability, while also critically inquiring into their related pedagogical beliefs and practices. Before beginning the process of planning and implementing relevant sustainability education experiences for English teachers, it is imperative that we, two teacher educators, first examine our own teaching narratives related to this important topic. Focusing on the dystopian young adult novel, The Secret Under My Skin (McNaughton, 2000), we make generous use of Rosenblatt’s (1995) transactional theory of reader response to critically inquire into past experiences that shape our recurrent views and actions in the classroom. We express our back-and-forth transactions in interspersing sections of poetry, prose and image, including emerging questions to consider as starting points for future engagement with teachers on the integration of sustainability education into the English language arts curriculum at the secondary school level.
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Abrahamson, Richard F. "Poetry Preference Research: What Young Adults Tell Us They Enjoy." Voices from the Middle 10, no. 2 (December 1, 2002): 20–22. http://dx.doi.org/10.58680/vm20022449.
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Like Janeczko and Dickey, I love poetry. Place me squarely in the ranks of teachers who want adolescents to enjoy poetry. Yes, I’d love for them to come to value poetry, to see how just a few words can break your heart, make you laugh out loud, or recognize that someone else has experienced your most private thoughts and feelings. I’d love teenagers to appreciate the way figures of speech cause us to see the world in different ways. But, truth be told, I’d settle for student enjoyment as a start.
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Kaplan, Daniel B., and Gary Glazner. "POETRY INTERVENTION IMPACTS PERSPECTIVES ON DEMENTIA AND CAPABILITIES AMONG YOUNG VOLUNTEERS." Innovation in Aging 3, Supplement_1 (November 2019): S198—S199. http://dx.doi.org/10.1093/geroni/igz038.717.
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Abstract Poetry for Life (PFL), is a teaching and learning initiative that brings students together with older adults in meaningful community service workshops. PFL capitalizes on the skills and passions of young poets by offering opportunities to serve elders by leading poetry workshops at settings where older adults receive care. This study examines measurable impacts of training, exposure, and experience in poetry-based intergenerational workshops on students’ knowledge, attitudes, and values. Participating groups of students receive instruction in performing and creating poetry in group settings. They visit local elder care settings to facilitate PFL workshops and then write reflections on their experiences. Students agree to complete pre- and post-program surveys to document the impacts of PFL experiences on students' social/emotional health and on their knowledge, attitudes, and values related to older adults, dementia and dementia care, poetry and arts-based interventions, and careers in healthcare, aging fields, and the arts. To date, 33 young people from one middle school, one high school, and one graduate college program have volunteered to participate in the program and completed the study. Findings reveal significant impacts on students’ perceived capabilities working and communicating with people with dementia as well as leading poetry activities. Additionally, significant positive impacts were demonstrated on 12 of 20 items on the Dementia Attitudes Scale across participating students. The PFL experience did not, however, lead to significant impacts on student self-esteem or work interests. These findings suggest benefits and limitations of this service-learning experience. Implications for future programming will be discussed.
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Casteleyn, J., and E. Vandervieren. "Factors determining young adults’ appreciation of reading poetry." L1 Educational Studies in Language and Literature 18, Running Issue, Running Issue (June 2018): 1–24. http://dx.doi.org/10.17239/l1esll-2018.18.01.04.
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Marttinen, Heta. "Muodollisesti queer?" SQS – Suomen Queer-tutkimuksen Seuran lehti 18, no. 1-2 (June 17, 2024): 53–70. http://dx.doi.org/10.23980/sqs.146460.
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Artikkelissani tarkastelen proosan ja runouden konventioita yhdistelevän säeromaanin ja queerin yhtymäkohtia kertojuuden, tilallisuuden ja affektiivisuuden näkökulmista. Tutkimuksellinen viitekehykseni nojaa kertomuksenteoriaan mutta hyödynnän luennassani myös multimodaalista stilistiikkaa ja affektitutkimusta. Analysoin artikkelissani kahta suomalaista nuorille ja nuorille aikuisille suunnattua säeromaania. Dess Terentjevan Ihana (2021) käsittelee Terentjevan muiden säeromaanien tapaan sukupuolen ja seksuaalisen moninaisuuteen sekä vähemmistöihin kuulumiseen liittyviä teemoja. Pintapuolisesti epäsuoremmin queer-tematiikkaan kytkeytyvä Kirsti Kurosen Merikki (2019) käsittelee minuuden ja identiteetin rakentumista ja hajoamista kerronnallisesti ja rakenteellisesti oivaltavalla tavalla, joka perustelee queer-näkökulman soveltamista teokseen. Artikkelissani kysyn, kuinka säeromaanille ominaiset kerronnalliset ja muodolliset keinot rakentavat kertomusta ja sen ilmentämää tematiikkaa. Millä tavoin tematiikka voi konkretisoitua tekstin asettelussa ja typografisissa ratkaisuissa? Millaista affektiivisuutta säeromaanin pelkistetty mutta merkityksiltään tiivis ilmaisu tuottaa? Voiko eri kirjallisuudenlajien konventioita yhdistelevän muodon ymmärtää itsessään queerina? Avainsanat: säeromaani; narratologia; kertoja; tilallisuus; affektiivisuus; Kirsti Kuronen; Dess Terentjeva Abstract In this article, I examine the intersections of queerness and the verse novel, a literary form that combines conventions from prose and poetry, focusing on narrative voice, spatiality, and affectivity. My theoretical framework is based on narrative theory, but I also utilize multimodal stylistics and affect studies. I examine two Finnish young adult verse novels. Dess Terentjeva’s Ihana (2021, “Gorgeous”), like Terentjeva’s other verse novels, addresses themes related to gender and sexual diversity and minorities. Kirsti Kuronen’s Merikki (2019), which is superficially less directly connected to queer thematics, explores the construction and deconstruction of selfhood and identity in both narratively and formally insightful ways that justifies the application of the queer perspective to Kuronen’s novel. In my article, I ask how the narrative and formal techniques of the verse novel construct the narrative as a whole and its themes. In what ways can the themes be concretized in the text’s layout and typographical choices? What kind of affectivity does verse novel’s concise yet complex narration produce? Can a form that combines conventions of different literary genres be understood as queer in itself? Keywords: verse novel; narratology; narrative voice; spatiality; affectivity; Kirsti Kuronen; Dess Terentjeva
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Ward, Barbara A., Terrell A. Young, Mary P. Napoli, Elaine Magliaro, and Rebecca Kai Dotlich. "Children’s Literature Reviews: Tasting Seasoned Words of Joy: Notable Poetry Published in 2010." Language Arts 88, no. 6 (July 1, 2011): 459–67. http://dx.doi.org/10.58680/la201116268.
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The great variety and forms of poetry for children and young adults is explored in this annual review column. Members of the NCTE Excellence in Poetry for Children Awards Committee celebrate their favorite poetry offerings from 2010. Sixteen titles for children and four novels in verse are described enthusiastically, providing teachers and librarians with a taste of what the poetry world has to offer. Readers will find poems to share, reread, and reflect upon as they use these poetry reviews as a starting place to build a poetry library. The list of Notable Poetry titles contains poems by long-time favorite writers as well as some surprising and appealing offerings from novice poets. There is a poem or a poetry book for every taste here.
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Manning, Logan. "Rewriting Struggles as Strength: Young Adults’ Reflections on the Significance of Their High School Poetry Community." Research in the Teaching of English 50, no. 3 (February 1, 2017): 288–308. http://dx.doi.org/10.58680/rte201728161.
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In a moment when schools are failing to meet the needs of many youth, recent research has suggested that relational and art-based pedagogies, such as spoken word poetry, offer possibilities for repurposing classrooms to meet the needs of students who have experienced marginalization in schools and other institutions. This article contributes to the literature in critical pedagogy and youth spoken word by taking a retrospective perspective to analyze what a group of urban youth who experienced failure in schools remembered as meaningful from a high school poetry class they identified as empowering. Using case study and interview methods to unpack participants’memories of their poetry class as early adults, the study identifies that the poetry community served as a turning point for many youth because it allowed them to nurture healing relationships in the context of a school community that helped them shatter institutional silence about various forms of oppression and trauma and sparked changes in the ways they saw themselves as individuals and community members. Through participation in the structures and rituals of this literacy-learning community, participants remembered developing agentive identities and transforming their struggles into sources of strength. That this class and the writing practices it engendered continued to hold meaning for this group of youth, who had otherwise held generally negative narratives about schooling, advances current perspectives on the role of nontraditional approaches to literacy instruction in schools.
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Hadaway, Nancy, and Terrell Young. "Celebrating Marilyn Singer: A Poet of Many Interests." Language Arts 93, no. 1 (September 1, 2015): 50–54. http://dx.doi.org/10.58680/la201527473.
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Marilyn Singer, the recipient of NCTE’s 2015 Excellence in Poetry for Children Award, joins a distinguished group of poets that NCTE has recognized since 1977. She has published more than one hundred books for children and young adults in different genres, including thirty poetry collections. Her work addresses a wide variety of topics and poetic formats. She even created her own poetic format, the reverso. This profile of Singer highlights her work, her creative process and her evolution as a writer.
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Meyer, Marcy. "Concrete Research Poetry: A Visual Representation of Metaphor." Art/Research International: A Transdisciplinary Journal 2, no. 1 (March 22, 2017): 32. http://dx.doi.org/10.18432/r2ks6f.
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In this paper, the author employs concrete research poetry as a visual representation of a metaphor analysis. Using autoethnographic methods, she explores the experiences of eight single mothers of children and young adults with mental illness. She conducts a metaphor analysis of semi-structured interview data and generates concrete poetic structures from metaphors that emerged from the data. In the process, she transforms data into art.
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Meyer, Marcy. "Concrete Research Poetry: A Visual Representation of Metaphor." Art/Research International: A Transdisciplinary Journal 2, no. 1 (March 22, 2017): 32–57. http://dx.doi.org/10.18432/a.r.i..v2i1.28766.
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In this paper, the author employs concrete research poetry as a visual representation of a metaphor analysis. Using autoethnographic methods, she explores the experiences of eight single mothers of children and young adults with mental illness. She conducts a metaphor analysis of semi-structured interview data and generates concrete poetic structures from metaphors that emerged from the data. In the process, she transforms data into art.
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Streim, Gregor. "Jugendlyrik der DDR." Internationales Archiv für Sozialgeschichte der deutschen Literatur 47, no. 2 (November 1, 2022): 338–66. http://dx.doi.org/10.1515/iasl-2022-0016.
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Abstract Under the umbrella of the Free German Youth (FDJ), starting in the 1960 s, the GDR instituted a comprehensive development program to instruct and motivate young adults to write poetry. This paper outlines the history of this project as well as its political, pedagogical, and aesthetic contexts, and develops corresponding research questions.
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Remennick, Larissa, and Anna Prashizky. "Subversive identity and cultural production by the Russian-Israeli Generation 1.5." European Journal of Cultural Studies 22, no. 5-6 (December 24, 2018): 925–41. http://dx.doi.org/10.1177/1367549418810091.
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This article belongs to the series presenting our ongoing ethnographic project on the Russian-Israeli Generation 1.5. It discusses the nexus between immigrant identity, civic activism and cultural production among young adults born in the (former) Soviet Union, who migrated to Israel as older children or adolescents. We examine the new, protest-driven activism among young Russian Israelis while drawing on the concepts of reactive ethnicity and cultural public sphere. This identity quest occurs at the intersection of their Russian, Jewish and Israeli identities that often clash with each other. Moreover, the ethnic awakening among these young immigrant adults has been clearly gendered, with mostly female leadership emerging out of its cultural avant-garde. We present and discuss examples of the media discourse, artistic and creative events organized by Generation 1.5 leaders, focusing on the recent Russian–Hebrew poetry festival in Jerusalem.
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Bowman, Daniel O., Robert J. Sauers, and David Halfacre. "The Application of Poetry Therapy in Grief Counseling with Adolescents and Young Adults." Journal of Poetry Therapy 8, no. 2 (December 1994): 63–74. http://dx.doi.org/10.1007/bf03391438.
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Rastegorac, Vladimir Vukomanović. "Обликовање говора о смрти на почецима српске поезије за децу и младе." Slavica Wratislaviensia 168 (April 18, 2019): 439–50. http://dx.doi.org/10.19195/0137-1150.168.37.
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The forming of the discourse about death in Serbian poetry for children and young adults during its inceptionRepresentations of death in Serbian poetry for children and young adults have not been researched systematically to this day. The goal of this paper, therefore, is to point out the initial positions taken up during the forming of these representations, through the analysis of verses by Jovan Sundečić and by Đorđe Rajković. In brief, both poets view death as something that has power over man, the main difference being that Sundečić constructs the theme of death within a Christian framework without using humor, while Rajković abandons the framework of Christianity and assigns a significant role to humor in his writing about death. Репрезентация высказываний о смертив первых сербских поэтических произведениях для детей и подростковПредставления о смерти в сербской поэзии для детей и подростков до сих пор подробно не исследовались. В связи с этим цель настоящей работы — систематизировать исходные проявления этих идей в стихотворениях Иоанна Сундечича и Джордже Райковича. У обоих поэтов смерть показана одинаково: как нечто, имеющее власть над человеком. При этом, однако, Сундечич оформляет высказывания о смерти согласно христианскому пониманию и без тени юмора, а Райкович, обращаясь к этой теме, выходит за рамки христианства и уделяет значительное место юмору.
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Stachoń, Maria. "Staropolska poezja religijna w zreformowanej szkole ponadpodstawowej." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 12, no. 330 (December 16, 2021): 287–99. http://dx.doi.org/10.24917/20820909.12.19.
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The connection between literature and religion can be observed in the writing of every literary period. Old Polish religious poetry has an established position within this field of research – it constitutes a huge part of the literary works of the Middle Ages, the Reneissance and Baroque. Therefore, it is not surprising that this kind of literature appeared in the core curricula, syllabuses and textbooks for cultural and literary education of secondary school students even before the latest reform of the educational system, as well as after it. The crucial factor in the consideration of the role of Old Polish religious poetry in schools, is the opinion of Polish teachers, who base it on their experience in teaching it. The empirical research conducted on a group of Polish teachers prove that despite various difficulties faced while teaching Old Polish religious poetry, they see a great value in this type of literature in the overall process of education as well as in young adults’ personal life. Old Polish religious poetry introduces students to symbols crucial for our cultural circle. The last but not the least, it may help to fully understand and experience oneself/other people in the face of the sacred.
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Kosma, Maria, and David R. Buchanan. "Aspects of Depression Among Socioeconomically Disadvantaged African American Young Adults." International Quarterly of Community Health Education 39, no. 4 (February 11, 2019): 199–207. http://dx.doi.org/10.1177/0272684x19829612.
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The purpose of this phronetic/pragmatic, mixed-methods study was to integrate quantitative data with qualitative data in examining the complex relations among depression, exercise, screen-viewing time, and life plans among 14 socioeconomically disadvantaged African American young adults. Based on the thematic analysis, the two emerging themes were as follows: life priorities (passing the General Educational Development [GED] test, pursuing profession/career, and being dedicated to church/ministry) and challenges in passing GED examination (e.g., difficulties with the GED test, high stress and low confidence, low interest in studying, health issues, and feelings of rejection/isolation). Based on cross tabulation, depression was highly associated with aerobic exercise and screen-viewing time (Cramer’s V = .44 and .42, respectively). Participants’ life challenges diminished the antidepressant effect of exercise and were linked to depression and excessive screen use. Two active men and a somewhat active woman experienced educational or health-related struggles, heavy screen watching, and severe depression. All three active men experienced educational challenges and severe depression. Two inactive participants reported limited screen use and limited depression, possibly because of their valued life goals (e.g., writing poetry and spiritually helping others). Contrary to the dominant cultural stereotype about African Americans being lazy, the study results show that the participants had highly similar career goals to the majority population yet faced many, significant structural barriers that interfered with their progress and thus sapped their motivation in achieving their life plans. Policy change is needed to reduce social structural barriers and racial systems of oppression in order to decrease poverty and depression.
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Yarbrough, Wynn. "Playing It Real: Nonsense Poetics, Identity, and African American Poetry for Children and Young Adults." Children's Literature Association Quarterly 46, no. 2 (2021): 178–200. http://dx.doi.org/10.1353/chq.2021.0023.
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