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A Visual Approach to Poetry Analysis

Received: 14 December 2013     Accepted: 8 April 2014     Published: 10 April 2014
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Abstract

To help students find delight and rational inspiration in verse, teachers might utilize numerous methods. Firstly, an introduction may be given on the course by expressing aims and processes, and by questioning students about to what extent they think reading and studying poetry is significant. The lecturer must engage the entire students, particularly the reluctant students; the technique of visualizing of imagination, a number of poems to them and letting the students look till they see the exact link between the text and the images; the images are not alone but the overall scene consists of separate images and symbols, this is what can be seen as one of the significant outcomes of this approach and then they enjoy it. After that, each student can understand the poem via this technique. Then the teacher may read the poem and show the images that can explain the poem, at the same time. This will facilitate the difficult task of the students. This procedure supports students to learn the traditional things teachers explain about poetry, such as the terms, symbols, and kinds of poetry, though time providing pleasure for the student simultaneously.

Published in International Journal of Literature and Arts (Volume 2, Issue 2)
DOI 10.11648/j.ijla.20140202.15
Page(s) 49-59
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Tasting and Testing Poetry, Teaching Poetry in the Age of Technology, Visualization

References
[1] Burke, Kenneth. The philosophy of literary form: Studies in symbolic action. Vol. 266.University of California Pr, 1974.
[2] Cooper, Monica Wengrowicz. "Poetry and Scientific Exposition: An Analysis of Two Forms of Symbolic Representation."Journal of Aesthetic Education36.1 (2002): 86-99. Print.
[3] Eric J. Sundquist. "The Humanities and the National Interest."American Literary History24.3 (2012): 590-607. Print.
[4] GILES, PAUL. "Greil Marcus and Werner Sollors (Eds.), A New Literary History of America (Cambridge, MA: Harvard University Press, 2009, £36.95). Pp. xxvii+1095.Isbn 978 0 674 03594 2."Journal of American Studies 44.3 (2010): 627-8. Print.
[5] Le Menager, Stephanie, and Stephanie Foote."The Sustainable Humanities."PMLA127.3 (2012): 572-578.
[6] Michelle Ty. "On the Cognitive Turn in Literary Studies." Qui Parle: Critical Humanities and Social Sciences19.1 (2010): 205-219. Project MUSE. Web. 11 Dec. 2013. .
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  • APA Style

    Shamal A. Hussein, Mariwan N. H. Barzinji. (2014). A Visual Approach to Poetry Analysis. International Journal of Literature and Arts, 2(2), 49-59. https://doi.org/10.11648/j.ijla.20140202.15

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    ACS Style

    Shamal A. Hussein; Mariwan N. H. Barzinji. A Visual Approach to Poetry Analysis. Int. J. Lit. Arts 2014, 2(2), 49-59. doi: 10.11648/j.ijla.20140202.15

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    AMA Style

    Shamal A. Hussein, Mariwan N. H. Barzinji. A Visual Approach to Poetry Analysis. Int J Lit Arts. 2014;2(2):49-59. doi: 10.11648/j.ijla.20140202.15

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  • @article{10.11648/j.ijla.20140202.15,
      author = {Shamal A. Hussein and Mariwan N. H. Barzinji},
      title = {A Visual Approach to Poetry Analysis},
      journal = {International Journal of Literature and Arts},
      volume = {2},
      number = {2},
      pages = {49-59},
      doi = {10.11648/j.ijla.20140202.15},
      url = {https://doi.org/10.11648/j.ijla.20140202.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20140202.15},
      abstract = {To help students find delight and rational inspiration in verse, teachers might utilize numerous methods. Firstly, an introduction may be given on the course by expressing aims and processes, and by questioning students about to what extent they think reading and studying poetry is significant. The lecturer must engage the entire students, particularly the reluctant students; the technique of visualizing of imagination, a number of poems to them and letting the students look till they see the exact link between the text and the images; the images are not alone but the overall scene consists of separate images and symbols, this is what can be seen as one of the significant outcomes of this approach and then they enjoy it. After that, each student can understand the poem via this technique. Then the teacher may read the poem and show the images that can explain the poem, at the same time. This will facilitate the difficult task of the students. This procedure supports students to learn the traditional things teachers explain about poetry, such as the terms, symbols, and kinds of poetry, though time providing pleasure for the student simultaneously.},
     year = {2014}
    }
    

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    T1  - A Visual Approach to Poetry Analysis
    AU  - Shamal A. Hussein
    AU  - Mariwan N. H. Barzinji
    Y1  - 2014/04/10
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    T2  - International Journal of Literature and Arts
    JF  - International Journal of Literature and Arts
    JO  - International Journal of Literature and Arts
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    PB  - Science Publishing Group
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    AB  - To help students find delight and rational inspiration in verse, teachers might utilize numerous methods. Firstly, an introduction may be given on the course by expressing aims and processes, and by questioning students about to what extent they think reading and studying poetry is significant. The lecturer must engage the entire students, particularly the reluctant students; the technique of visualizing of imagination, a number of poems to them and letting the students look till they see the exact link between the text and the images; the images are not alone but the overall scene consists of separate images and symbols, this is what can be seen as one of the significant outcomes of this approach and then they enjoy it. After that, each student can understand the poem via this technique. Then the teacher may read the poem and show the images that can explain the poem, at the same time. This will facilitate the difficult task of the students. This procedure supports students to learn the traditional things teachers explain about poetry, such as the terms, symbols, and kinds of poetry, though time providing pleasure for the student simultaneously.
    VL  - 2
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Author Information
  • Department of English, University of Human Development, Sulaimani, Kurdish

  • Department of English, School of Physical and Basic Education, Faculty of Basic Education, University of Sulaimani, Kurdish

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