From Keats to Kanye: Romantic Poetry and Popular Culture in the Secondary English Classroom

Autor/inn/en	Bowmer, Megan E.; Curwood, Jen Scott
Titel	From Keats to Kanye: Romantic Poetry and Popular Culture in the Secondary English Classroom
Quelle	In: Journal of Adolescent & Adult Literacy, 60 (2016) 2, S.141-149 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.550
Schlagwörter	Poetry; Popular Culture; Case Studies; Romanticism; Grade 8; Secondary School Students; Foreign Countries; Learner Engagement; Qualitative Research; Interviews; Surveys; Observation; English Instruction; English Teachers; Australia + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Popkultur; Case study; Fallstudie; Case Study; Romantik; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Ausland; Qualitative Forschung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Beobachtung; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This case study examined a Romanticism unit within a Year 9 English class in Sydney, Australia. It considered whether popular culture could build connections between students' lives and Romanticism, and whether the process of remixing "high" Romantic poetry with "low" popular culture could foster student engagement. Thematic analysis of interview, survey, observation, and artifact data revealed three key findings. Firstly, through exploring popular culture texts, students believed Romantic concepts related to their world but not to them. Secondly, the extent to which students understood Romanticism through popular culture was influenced by personal, textual, and educational factors. Thirdly, students felt that the collaborative remixing process promoted freedom of expression. While many teachers are concerned that popular culture will displace canonical literature, this study found that this is not the case: incorporating popular culture is not an "either/or" approach, but it is an enriching, complementary practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01