The essential feature of poem lies in its rhythm. The aim of this study is to raise any necessity to educate poem considering rhythm with an awareness of importance of rhythm in the contemporary poem, to suggest specific teaching-learning model and to verify its effect. For this purpose, it designed...
The essential feature of poem lies in its rhythm. The aim of this study is to raise any necessity to educate poem considering rhythm with an awareness of importance of rhythm in the contemporary poem, to suggest specific teaching-learning model and to verify its effect. For this purpose, it designed a class based on leaner oriented poet appreciation class plan. To figure out the degree of understanding of rhythm of learners, questionnaire survey was carried out to students in this school. But the ratio of students who understood the significance of rhythm in the contemporary poem was extremely low. And it also showed the low level of understanding of the effect of rhythm. As the definition of rhythm is necessary to study rhythm, this study considered it first. Thus, previous studies were reviewed first and an approach in terms of rhythm, a musical character of poem was carried out. Nonetheless, this study did not use the term rhythm but use rhythm because the current curriculum and textbook employ rhythm. As such, chapter Ⅱ reviews the 7th revised curriculum and text in a critical manner, sets the concept of prosodeme of meaning. It is followed by three learning elements in meter, breathing and structure. And to teach any organic relation between rhythm, speakers’ emotion and attitude, another category of speaker’s emotion and attitude is set another learning element. and selects a text for actual field teaching. The works of Kim So Wol is selected considering the purpose of study, familiarity of text and level of difficulty. The feature of rhythm is figured out firstly followed by analyzing learning activity of Kim So Wol’ poem which raises an issue that there is no effective rhythm education using poems of Kim So Wol. The reason for this is learning activity related to rhythm does not weigh high on the reaction of learners, but is limited to habitual and formative analysis. Chapter Ⅲ designs and performs actual class based on learner oriented poem appreciation model with ‘Long days after’ and ‘Azalea’ of Kim So Wol. And the verification is carried out by the evaluation sheet on the effect of class of rhythm. The educational value can be summarized as below. Firstly, rhythm is not simply a formative element of poem, but has organic relation with overall poem as well as speaker’s emotion and attitude. Secondly, this study gives an opportunity to participate in the agony of the poem about rhythm by figuring out the revision process of Kim So Wol’s poem. Thirdly, it gives an awareness that rhythm is important in the contemporary poem. Finally, the limits of this study are as follows. First, it is not sufficient to generalize its result as small group of grade 2 students in Ulsan Jeil High School was targeted for statistical analysis. Second, the two poems of Kim So Wol cannot be a representative example in the field study of rhythm. Accordingly, this study is expected to develop effective class plans and various texts according to the hierarchical and serial classification of rhythm elements.
The essential feature of poem lies in its rhythm. The aim of this study is to raise any necessity to educate poem considering rhythm with an awareness of importance of rhythm in the contemporary poem, to suggest specific teaching-learning model and to verify its effect. For this purpose, it designed a class based on leaner oriented poet appreciation class plan. To figure out the degree of understanding of rhythm of learners, questionnaire survey was carried out to students in this school. But the ratio of students who understood the significance of rhythm in the contemporary poem was extremely low. And it also showed the low level of understanding of the effect of rhythm. As the definition of rhythm is necessary to study rhythm, this study considered it first. Thus, previous studies were reviewed first and an approach in terms of rhythm, a musical character of poem was carried out. Nonetheless, this study did not use the term rhythm but use rhythm because the current curriculum and textbook employ rhythm. As such, chapter Ⅱ reviews the 7th revised curriculum and text in a critical manner, sets the concept of prosodeme of meaning. It is followed by three learning elements in meter, breathing and structure. And to teach any organic relation between rhythm, speakers’ emotion and attitude, another category of speaker’s emotion and attitude is set another learning element. and selects a text for actual field teaching. The works of Kim So Wol is selected considering the purpose of study, familiarity of text and level of difficulty. The feature of rhythm is figured out firstly followed by analyzing learning activity of Kim So Wol’ poem which raises an issue that there is no effective rhythm education using poems of Kim So Wol. The reason for this is learning activity related to rhythm does not weigh high on the reaction of learners, but is limited to habitual and formative analysis. Chapter Ⅲ designs and performs actual class based on learner oriented poem appreciation model with ‘Long days after’ and ‘Azalea’ of Kim So Wol. And the verification is carried out by the evaluation sheet on the effect of class of rhythm. The educational value can be summarized as below. Firstly, rhythm is not simply a formative element of poem, but has organic relation with overall poem as well as speaker’s emotion and attitude. Secondly, this study gives an opportunity to participate in the agony of the poem about rhythm by figuring out the revision process of Kim So Wol’s poem. Thirdly, it gives an awareness that rhythm is important in the contemporary poem. Finally, the limits of this study are as follows. First, it is not sufficient to generalize its result as small group of grade 2 students in Ulsan Jeil High School was targeted for statistical analysis. Second, the two poems of Kim So Wol cannot be a representative example in the field study of rhythm. Accordingly, this study is expected to develop effective class plans and various texts according to the hierarchical and serial classification of rhythm elements.
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