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

Aylett, Rebecca

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

Authors

Aylett, Rebecca

Issue Date

2019-01-03

Type

Article

Keywords (free text)

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

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.

Publisher

Faculty of Education, University of Cambridge
Journal of Trainee Teacher Educational Research

License

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/618

Collections

Jotter: Journal of Trainee Teacher Educational Research Volume 10

Full item page

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

Authors

Issue Date

Type

Language

Keywords (free text)

Research Projects

Organizational Units

Journal Issue

Alternative Title

Abstract

Description

Citation

Publisher

License

Journal

Volume

Issue

Permanent link to cite this item

PubMed ID

DOI

ISSN

EISSN

Collections