Responding to pupil led tangential thinking: a case study of teaching romantic poetry in a post-16 setting
Collyer, E., Norton, G., Lawrence, C., Reeve, S., Siddiquee, R., Meachem, A., Shaw, D.H., Enright, L., Hutton, F., Gillespie, J. and Harrison, K. (2020) Responding to pupil led tangential thinking: a case study of teaching romantic poetry in a post-16 setting. English in Education. ISSN 1754-8845
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Abstract
This paper considers alternative ways of teaching Romantic poetry to post-sixteen English Literature pupils in England. It explores how practitioners can value tangents developed by pupils’ independent thinking when pupils are given the freedom to develop their own ideas. It reflects on a lesson planned to respond to a tangent developed by the class in a previous session; that William Blake’s “The Tyger”, to a contemporary reader, explores the 21st century preoccupation of climate change. The lesson outlined in this report built upon these ideas further, valuing the pupils’ tangential thinking. Approaches like these are particularly important now as the performativity agenda in schools, promoted by league tables as a measure of effectiveness, can result in some schools teaching to the test, at the exclusion of encouraging personal and creative responses to texts.
| Item Type: | Article |
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| Additional Information: | © 2020 Taylor and Francis. This is an author accepted manuscript of a paper subsequently published in English in Education. Uploaded in accordance with the publisher's self-archiving policy |
| Divisions: | School of Teacher Development |
| Depositing User: | Clare Lawrence |
| Date Deposited: | 25 Nov 2020 13:17 |
| Last Modified: | 21 May 2022 02:40 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/786 |
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