Poetry Matters
Lead Research Organisation:
University of Leicester
Department Name: Sch of Education
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Organisations
Publications
Wilson A
(2013)
A joyous lifeline in a target-driven job: teachers' metaphors of teaching poetry writing
in Cambridge Journal of Education
Wilson A
(2012)
Ways with words: teachers' personal epistemologies of the role of metalanguage in the teaching of poetry writing
in Language and Education
Keetley B
(2018)
A place for poetry
in English in Education
Janine Certo (Author)
(2012)
Living the poet's life : using an aesthetic approach to poetry to enhance preservice teachers' poetry experiences and dispositions
in English education
Dymoke, S.
(2013)
Poetic Licence
in Britain in 2013 (Annual magazine of the Economic and Social Research Council)
Dymoke, S.
(2012)
Making Poetry Matter: Ways Forward for Poetry in Schools
in English Drama Media
Dymoke, S.
(2015)
Inside a poem's engine room: Making Poetry Happen
in Anglo Files, Journal of English Teaching, The Danish Association of Teachers of English
Dymoke, S.
(2015)
Making Poetry Happen: Speaking and Listening to Poetry
in Teaching English
Dymoke S
(2012)
Poetry is an Unfamiliar Text: Locating Poetry in Secondary English Classrooms in New Zealand and England during a Period of Curriculum Change
in Changing English
| Description | The seminars have enabled researchers, poets and teacher practitioners, many of whom previously worked in isolation on this topic, to identify and develop shared understandings about teaching poetry across the 5 - 19 age range, the challenges of teaching it confidently and the ways in which can have a postive impact on young people's lives. New research networks have been established as a result of the series (for example on teaching poetry at Post-16 level). Groups of researchers have gone on to develop new strands of enquiry including projects about teachers' professional development, children's poetry writing, digital poetry and spoken word education. Poets, teachers, doctoral students and other researchers in the early stages of their academic careers have published chapters and articles directly linked to the series. These publications have established their authors as significant contributors to discussions about professional practices and research on poetry teaching. Young people have been engaged in performing their work in new ways, drawing, for example, on the slam poetry, spoken word, reading, writing and digital practices that were explored in the seminars. |
| Exploitation Route | Findings can be taken forward through use in: initial teacher education and continuing professional development courses for teachers and teacher educators; masters and doctoral programmes (Including those for poets, creative practitioners and teachers poetry workshop activities, courses and events led by poets and teachers both in school and out of school contexts development of new poetry schemes of work for use in primary, secondary and tertiary education |
| Sectors | Creative Economy,Education,Culture, Heritage, Museums and Collections |
| URL | https://makingpoetrymatter.wordpress.com/ |
| Description | Findings from seminar research presentations, discussions and practical workshop activities have been used to inform teachers' pedagogy and confidence in teaching poetry in their classroom by enabling them to draw on new ways of writing, reading and performing poetry. They have also had a direct impact on young people's writing, performance of poetry and their perceptions of the genre. |
| First Year Of Impact | 2012 |
| Sector | Creative Economy,Education,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,Societal,Policy & public services |
| Description | Post-16 Poetry Pedagogy |
| Organisation | Brunel University London |
| Department | College of Business, Arts and Social Sciences |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | I am leading the team in development of a series of research bids on strands related to the above topic. These strands emerged from papers and discussion at the ESRC seminar series 2011-12 and have subsequently been refined. I initially used funding from my National Teaching Fellowship award to bring participants together. They include the academic partners above, teacher practitioners and representatives from arts organisations. |
| Collaborator Contribution | The named partners are now leading or co-leading development of research grant applications related to subthemes. Two funded pilot studies on teacher confidence in Post=16 poetry, led by Dr Jennifer Hennessy, University of Limerick, and student agency in Post-16 poetry learning and teaching, led by colleagues at the University of Oxford, have begun in 2018.. |
| Impact | Involves participants from Education and Arts disciplines |
| Start Year | 2013 |
| Description | Post-16 Poetry Pedagogy |
| Organisation | Queen's University Belfast |
| Department | School of Education |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | I am leading the team in development of a series of research bids on strands related to the above topic. These strands emerged from papers and discussion at the ESRC seminar series 2011-12 and have subsequently been refined. I initially used funding from my National Teaching Fellowship award to bring participants together. They include the academic partners above, teacher practitioners and representatives from arts organisations. |
| Collaborator Contribution | The named partners are now leading or co-leading development of research grant applications related to subthemes. Two funded pilot studies on teacher confidence in Post=16 poetry, led by Dr Jennifer Hennessy, University of Limerick, and student agency in Post-16 poetry learning and teaching, led by colleagues at the University of Oxford, have begun in 2018.. |
| Impact | Involves participants from Education and Arts disciplines |
| Start Year | 2013 |
| Description | Post-16 Poetry Pedagogy |
| Organisation | University of Limerick |
| Department | Department of Education and Professional Studies |
| Country | Ireland |
| Sector | Academic/University |
| PI Contribution | I am leading the team in development of a series of research bids on strands related to the above topic. These strands emerged from papers and discussion at the ESRC seminar series 2011-12 and have subsequently been refined. I initially used funding from my National Teaching Fellowship award to bring participants together. They include the academic partners above, teacher practitioners and representatives from arts organisations. |
| Collaborator Contribution | The named partners are now leading or co-leading development of research grant applications related to subthemes. Two funded pilot studies on teacher confidence in Post=16 poetry, led by Dr Jennifer Hennessy, University of Limerick, and student agency in Post-16 poetry learning and teaching, led by colleagues at the University of Oxford, have begun in 2018.. |
| Impact | Involves participants from Education and Arts disciplines |
| Start Year | 2013 |
| Description | Post-16 Poetry Pedagogy |
| Organisation | University of Oxford |
| Department | Department of Education |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | I am leading the team in development of a series of research bids on strands related to the above topic. These strands emerged from papers and discussion at the ESRC seminar series 2011-12 and have subsequently been refined. I initially used funding from my National Teaching Fellowship award to bring participants together. They include the academic partners above, teacher practitioners and representatives from arts organisations. |
| Collaborator Contribution | The named partners are now leading or co-leading development of research grant applications related to subthemes. Two funded pilot studies on teacher confidence in Post=16 poetry, led by Dr Jennifer Hennessy, University of Limerick, and student agency in Post-16 poetry learning and teaching, led by colleagues at the University of Oxford, have begun in 2018.. |
| Impact | Involves participants from Education and Arts disciplines |
| Start Year | 2013 |
| Description | Post-16 Poetry Pedagogy |
| Organisation | University of Victoria |
| Country | Australia |
| Sector | Academic/University |
| PI Contribution | I am leading the team in development of a series of research bids on strands related to the above topic. These strands emerged from papers and discussion at the ESRC seminar series 2011-12 and have subsequently been refined. I initially used funding from my National Teaching Fellowship award to bring participants together. They include the academic partners above, teacher practitioners and representatives from arts organisations. |
| Collaborator Contribution | The named partners are now leading or co-leading development of research grant applications related to subthemes. Two funded pilot studies on teacher confidence in Post=16 poetry, led by Dr Jennifer Hennessy, University of Limerick, and student agency in Post-16 poetry learning and teaching, led by colleagues at the University of Oxford, have begun in 2018.. |
| Impact | Involves participants from Education and Arts disciplines |
| Start Year | 2013 |
| Description | Post-16 Poetry Pedagogy |
| Organisation | University of York |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | I am leading the team in development of a series of research bids on strands related to the above topic. These strands emerged from papers and discussion at the ESRC seminar series 2011-12 and have subsequently been refined. I initially used funding from my National Teaching Fellowship award to bring participants together. They include the academic partners above, teacher practitioners and representatives from arts organisations. |
| Collaborator Contribution | The named partners are now leading or co-leading development of research grant applications related to subthemes. Two funded pilot studies on teacher confidence in Post=16 poetry, led by Dr Jennifer Hennessy, University of Limerick, and student agency in Post-16 poetry learning and teaching, led by colleagues at the University of Oxford, have begun in 2018.. |
| Impact | Involves participants from Education and Arts disciplines |
| Start Year | 2013 |
| Description | IFTE Conference (New York) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Workshop and presentation involving 3 colleagues who had participated in the ESRC seminars and 1 poet practitioner. The event sparked considerable discussion and follow up from interested practitioners. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://ncte.connectedcommunity.org/ifte/conference/program |
| Description | ITE English symposium (NATE/British Library 2012) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Talk sparked questions, discussion afterwards and email follow-ups After the presentation we received lots of interest in the project from Teacher Educators and use of/reference to our work in PGCE courses. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Interview in a local newspaper linked to Making Poetry Happen |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | 2 page interview in local paper linked to publication of Making Poetry Happen (2015, Bloomsbury) book which was developed directly from the ESRC seminar series. Interview explored the book and wider issues pertaining to how poetry is taught in schools/ the imapct that one particular teacher (who also presented at the seminars) is having on students' writing. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.nottinghampost.com/Making-poetry-open-book/story-25887273-detail/story.html |
| Description | SoE Away Day |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Talk sparked questions and discussion re impact. Raised level of interest in seminar and nature of impact brought about heightened understanding and new departmental developments. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Workshop for teachers and poets (18 April 2015) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Workshop participants partcipated fully in writing/performance activities which had been developed directy from ESRC seminars. They contributed questions and lively discussion. Afterwards individuals reported impacts on their writing (i.e. new poems written in forms they were previously unfamiliar with) and/or their pedagogic practices (i.e new poetry schemes of work developed in several schools by teachers and workshop practices refined by poets). |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://nottinghamwritersstudio.co.uk/event/make-poetry-happen-in-your-classroom/ |
| Description | Writers in Education conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | 40 writers, teachers, students and academics attended the presentation which was designed to provide and overview of the ESRC seminars, to showcase the work of a a wide range of academics, poets and teachers who had participated in them and to demonstrate how the seminar themes were threaded through two publications Making Poetry Matter (2013, Bloomsbury) and Making Poetry Happen (2015, Bloomsbury). The event generated plenty of discussion about research and pedagogy as well as follow up requests for information. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.nawe.co.uk/writing-in-education/nawe-conference/previous-events/2014.html |