| A Study and on the Poetry Education as General Education Course |
|
Nak Hyeon Kim |
| 교양으로서 현대시 교육에 대한 검토와 방향 |
|
김낙현 |
|
|
|
|
| Abstract |
|
The purpose of this article is to examine the contemporary poetry education as a general education course and to seek the desirable direction of the poetry education.
The educational method with the analytical criticism of new criticism which dominated the early poetry education used to examine the elements of poetic style piece by piece and was constructed with one-sided analyses and explanatory notes of the instructors. In consequence, the passive learners recognized poetry not as the subject of enjoyment and pleasure but as the burden which learners had to memorize and learn.
In an attempt to improve and reform these problems, Aesthetics of Reception and Reader-Response Criticism were introduced as an alternative. Focusing on learners cognitive progress while understanding the meaning of poetic texts, this teaching method attached importance to diversities of understanding and appreciation in poetry. However, this method was also confronted with the problems of various understandings without objective criteria and of a gap between desirable readers and lacking readers. Subsequently, the poetry education shifted its focus to writing a poem. After studying these situations, this article is to seek the desirable direction of the poetry education as follow.
First, reconstruct the existing way of the poetry education and apply it to the poetry education in accordance with unification and communication. In other words, there are pros and cons in the respective theories and from a unified and communicative view they should be combined and reflected into the poetry education. Second, to make learners take part in the lecture more productively and actively, a communication-centered learning model should be introduced Third, to concretely develop and intensify the communication-centered learning model, the educational circumstance should be set up that learners write their own poet, introduce them at class and discuss or share the opinions one another.
The contemporary poetry education should be accomplished by the mutual communication and discussion between teachers and learners. Above all, it is desirable that the poetry education as a general education course should be achieved under the circumstance learners appreciate poems without constraint and accept and share others perspectives and opinions so that they could enhance and improve rational communication skills. |
| Key Words:
Poetry Education, New Criticism, Aesthetics of Reception and Reader-Response Criticism, Unification and Communication, Communication-Centered Learning model, Rational Communication |
|
PDF Links
Full text via DOI
Download Citation
