COD 2006 - S230

Reading Poetry: A Practical Approach to Theory (IGCSE 2006)

IGCSE Literature teachers; teachers/schools who wish to introduce IGCSE English Literature in their curriculum.

1 sesiones, inicia: 19-Abr

Ficha del curso

Ciclo: 2006
Nivel: Secundaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Eugenio López Arriazu PhD
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Colegios Afiliados
ARS
Centros de Examen
ARS
No afiliados
ARS 15.00

Sesiones

Sesiones Fechas Inicia Termina
1 19 Abril 2006 05:30 pm 08:30 pm

Capacitador/es

Eugenio López Arriazu

Eugenio is a Ph. D. in Literature from UBA. He graduated from I. S. P. Joaquín V. González as a teacher of English as a Foreign Language, and from the Facultad de Filosofía y Letras, UBA, as Licenciado en Letras and Profesor de Lengua y Literatura. He currently teaches American Literature and Slavic Literatures at the UBA. He has taught Introduction to Literature, American Literature, and English Literature I and II at several Teacher Training and Translator Training Institutions, as well as Literatures in English and Literary Theory at the Diplomatura Superior en Cs. del Lenguaje, I.S.P.J.V. González.
IGCSE Literature teachers; teachers/schools who wish to introduce IGCSE English Literature in their curriculum.
- To provide IGCSE literature teachers with useful tools for the analysis of poetry. - To provide them with strategies to facilitate students' access to those texts. - To enhance critical thinking in both teachers and students.
The workshop will deal with poems from Touched with Fire, Section E. The poems will be paired up and their analysis and discussion will be carried out in two steps. First, each poem will be analysed individually as regards theme, structure and style. Then, they will be compared and contrasted. The purpose of contrasting them is to draw differences that could be explained by their belonging to different periods, schools, genres or ideologies. Thus, we intend to draw theory from practical analysis and show how theory can be elicited from students without the teacher having to resort to expository teaching strategies all the time. In other words, the analysis should lead students to formulating questions that can only be answered theoretically. In order to do so, the poems will be paired up according to similar themes, topics, genre or time of composition so as to explore their differences in other respects. Methodology: The coordinator will first lead the analysis pointing out the activities or steps that can be used with teenagers. After that, participants will be encouraged to carry out their own analysis and spot the differences that might lead to the theoretical aspects. The coordinator will play the role of facilitator in order to help participants answer the questions that the texts might raise.
- Brik, O. (1999). "Ritmo y sintaxis" en Teoría de la literatura de los formalistas rusos. Madrid: Siglo Veintiuno Editores. - Eagelton, T. (1983). An Introduction to Literary Theory. Oxford: OUP. - Jakobson, Roman (1998). "'Les Chats' de Charles Baudelaire" en Ensayos de poética. Buenos Aires: Fondo de Cultura Económica. - Mukarovsky, J. (1984). "Intentionality and Unintentionality in Art" and "Personality in Art" in Structure, Sign, and Function. New Haven and London: Yale University Press. - Reisz de Rivarola, S. (2000). "¿Quién habla en el poema?" en Teoría y análisis del texto literario. Buenos Aires: Hachette. - Tinianov, J. (1975). El sentido de la palabra poética, Buenos Aires: Impresiones Schmidel. - Tomashevski, B. (1999). "Sobre el verso" en Teoría de la literatura de los formalistas rusos. Madrid: Siglo Veintiuno Editores.
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