A critical investigation into whether Year 8 students’ learning about poetry can be made memorable through a drama-based approach
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Authors
Aylett, Rebecca
Publication Date
2019-01-03Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
10
Pages
85-116
Type
Article
Metadata
Show full item recordCitation
Aylett, R. (2019). A critical investigation into whether Year 8 students’ learning about poetry can be made memorable through a drama-based approach. Journal of Trainee Teacher Educational Research, 10 85-116. https://doi.org/10.17863/CAM.84167
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.
Keywords
PGCE Secondary English, Classroom, Education, Year 8, Poetry
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.84167
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336746
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