イギリスにおける詩創作指導に関する研究 : Fred Sedgwickの理論と実践を中心に

概要

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Since the 1960s in the UK, teaching poetry writing has developed greatly and a variety teaching methods have been invented. There have been many arguments on whether self-expression or form should be emphasized. Therefore, because there have been many conflicts about teaching methods, there is still no established approach to poetry education. The purpose of this article is to clarify how to overcome the problems of teaching writing poetry by examining Fred Sedgwick's theory and practice, and pinpointing the significance and position of his work. Sedgwick used Rosenblatt's "transactional theory," reconsidering what children learn in writing poetry. He also redefined poetry in education as a process of discovery, attempting to subvert traditional discussions that target children's writings as a type of "production." In this article, I picked up one of his lesson and examined what the children learned through writing poetry. These examinations showed two significant points: first, his theory overcame the problem of polarity with teaching writing; second, it offered suggestions on how literary education captures how the individual children interpret the poems.
2011-03-31