Multimodality and Learning with Poetry
The paper draws on reseach conducted in primary and secondary schools exploring the relevance of multimodal theories to learning and teaching with poetry. In particular, the paper considers the way in which we consider the role of sound as it relates to meaning in poetry, and how multimodal frameworks for educational research can help us consider the learning that can occur in relation to poetry as sound.
John Gordon (United Kingdom)
TUTOR IN EDUCATION
SCHOOL OF EDUCATION
UNIVERSITY OF EAST ANGLIA
I am a Tutor in Education at UEA, Norwich, UK. I lead an initial teacher education course in secondary phase English, and I am also involved in related research. Recent projects have included studies of Guided Reading, CD-rom development for mentor training, and the relevance of theories of multimodality to poetry teaching. In addition, I am also a member of teams researching Virtual Learning Environments and conducting a systematic review of the factors which make for effective initial teacher education.
(30 min. Conference Paper, English)