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A Qualitative Case Study of Performance Poetry.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Case Study of Performance Poetry./
Author:	Ashforth, Grace Melane.
Description:	1 online resource (159 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	English literature. -
Online resource:	click for full text (PQDT)
ISBN:	9798379541002

A Qualitative Case Study of Performance Poetry.
Ashforth, Grace Melane.

A Qualitative Case Study of Performance Poetry. - 1 online resource (159 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 2023.

Includes bibliographical references

Students must be motivated for deep learning to take place. In high schools in the United States, student motivation is often cited by teachers as difficult to increase. Many teachers identify low student motivation as the number one problem they face in their classrooms. From the perspective of secondary teachers, many students seem relatively uninterested and disengaged in the material. This is likely because the English curriculum is canonical and aimed mostly at students from white, middle-class families. Most texts studied in English courses are written by white men, many of whom are now dead. In a canonical, predetermined curriculum, students have little voice. Performance poetry framed within the tenets of Culturally Relevant Pedagogy (CRP) can be used in English classes to increase student engagement and motivation for all students. While there is a plethora of literature centered on student motivation and pedagogy in English classrooms, much of this literature lacks a focus specifically on performance poetry and CRP, and an even smaller amount of this research is centered on students' perspectives and experiences.As a result, the current qualitative case study sought to shed light on the impact of teaching a performance poetry unit by a teacher engaged with CRP on student engagement and motivation. Drawing on classroom observations, focus groups, and an analysis of student work samples, the study explored how performance poetry can be taught in English classrooms in order to better engage students in the learning process. Results from this study indicated that the teacher was successful in teaching the performance poetry unit as students were engaged more deeply in the learning process. Students' voices and performances indicated that the teacher maintained high expectations, facilitated the learning of cultural competence, and assisted students in gaining a sense of sociopolitical consciousness. As a result of a relatable and choice-driven unit, students were more invested in their work and were better able to master the content being taught, while also learning to question the world around them and fighting against issues they see in their own societies. Further research with a larger and more diverse population is needed in order to more confidently generalize the findings and to truly understand how the tenets of CRP can be utilized to better benefit students in the learning process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379541002Subjects--Topical Terms:

555406
English literature.
Subjects--Index Terms:

Culturally Relevant PedagogyIndex Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study of Performance Poetry.
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504 $a Includes bibliographical references
520 $a Students must be motivated for deep learning to take place. In high schools in the United States, student motivation is often cited by teachers as difficult to increase. Many teachers identify low student motivation as the number one problem they face in their classrooms. From the perspective of secondary teachers, many students seem relatively uninterested and disengaged in the material. This is likely because the English curriculum is canonical and aimed mostly at students from white, middle-class families. Most texts studied in English courses are written by white men, many of whom are now dead. In a canonical, predetermined curriculum, students have little voice. Performance poetry framed within the tenets of Culturally Relevant Pedagogy (CRP) can be used in English classes to increase student engagement and motivation for all students. While there is a plethora of literature centered on student motivation and pedagogy in English classrooms, much of this literature lacks a focus specifically on performance poetry and CRP, and an even smaller amount of this research is centered on students' perspectives and experiences.As a result, the current qualitative case study sought to shed light on the impact of teaching a performance poetry unit by a teacher engaged with CRP on student engagement and motivation. Drawing on classroom observations, focus groups, and an analysis of student work samples, the study explored how performance poetry can be taught in English classrooms in order to better engage students in the learning process. Results from this study indicated that the teacher was successful in teaching the performance poetry unit as students were engaged more deeply in the learning process. Students' voices and performances indicated that the teacher maintained high expectations, facilitated the learning of cultural competence, and assisted students in gaining a sense of sociopolitical consciousness. As a result of a relatable and choice-driven unit, students were more invested in their work and were better able to master the content being taught, while also learning to question the world around them and fighting against issues they see in their own societies. Further research with a larger and more diverse population is needed in order to more confidently generalize the findings and to truly understand how the tenets of CRP can be utilized to better benefit students in the learning process.
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