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A critical investigation into whether Year 8 students’ learning about poetry can be made memorable through a drama-based approach


Type

Article

Change log

Authors

Aylett, Rebecca 

Abstract

The change to linear GCSEs means large demands are placed upon students’ memories, making it vital that teaching and learning is memorable. The action research reported here explores whether teaching through a drama-based approach can make basic aspects of poetry (i.e. the content) memorable. The investigation was undertaken with Year 8 students from a mixed 11-18 comprehensive school in East Anglia. Findings suggest that whilst students initially could not remember poetry they had previously read or studied, it seems drama could make learning about poetry memorable as students were subsequently able to recall both basic and more advanced ideas about the studied poems.

Description

Keywords

PGCE Secondary English, Classroom, Education, Year 8, Poetry

Journal Title

Journal of Trainee Teacher Educational Research

Conference Name

Journal ISSN

2043-8338

Volume Title

10

Publisher

Faculty of Education

Publisher DOI

Publisher URL