spoken word: expanding literacy off the page
DESCRIPTION
Spoken Word: Expanding Literacy Off the Page. Jeanne Zeller. “I Hate Poetry.”. Problem. “I HATE POETRY.” Curriculum abstract drills, mono-modal teaching and literacy Not engaging Not utilizing students’ strengths Not immediately applicable Little opportunity for intrinsic motivation. - PowerPoint PPT PresentationTRANSCRIPT
SPOKEN WORD: EXPANDING
LITERACY OFF THE PAGE
Jeanne Zeller
“I HATE POETRY.”
PROBLEM
“I HATE POETRY.”
Curriculum abstract drills, mono-modal teaching and literacyNot engagingNot utilizing students’ strengthsNot immediately applicableLittle opportunity for intrinsic motivation
WHAT DO WE NEED? Lessons that
foster….Engagement ConversationCritical thinkingReal-world practiceSense of urgencySense of
empowermentPURPOSE
Lessons that utilize…Multiple literaciesTechnologyCreativityCritical thinking Intrinsic motivationStage of
development (Erikson)
The student’s voice
SOLUTION Devise a literacy activity that is different
enough to be immediately engaging, yet sufficiently accessible that students can
feel confident to use it for identity exploration.
SPOKEN WORD.Introducing….
INVOLVED LITERACIES
Reading
Writing
Performance
Collaboration
Technology
Critical thinking
Creativity
“Using students’ personal and cultural experiences is key. When students’ prior
knowledge, identity and culture are validated, not simply as background
story or as token forms of inclusion but as the main context for their work, students are more willing to invest
themselves in their learning process and move beyond what they already know.”
Gallagher, K. and Ntelioglou, B. Y. (2011)
PERFORMANCE LITERATURE “Multi-modal
literacy” (Gallagher)
Dialogue with culture
Collaborative Rich in symbols
(Gallagher)
“Using this social power of drama to help students encounter ideas and
experiences different from their own is an imaginative way to raise
fundamental issues of difference in class- rooms and to challenge the constraining social roles so often
ascribed to high school students.”
Gallagher, K. and Ntelioglou, B. Y. (2011)
SPOKEN WORD “Multi-modal
literacy”(Gallagher)
Dialogue with culture
Collaborative Rich in symbols
“Strategic, purposeful, and always linked to meaning” (Fisher)
Highly accessible(Kay)
Natural
Focuses on “voice, identity and empowerment.” (Fisher)
Speaking+Listening
Immediately available audience
STRUCTURING A UNIT
HOW I DID IT… Day One
Drew on prior knowledge of poetry
Gave model of Slam Word
Discussed differences Began collaborative
poem Day Two
Finished collaborative poem
Performed and recorded poem
HOW I’D ADD TO IT NEXT TIME… More time (1-2 weeks)
More scaffoldingWriting in a grouppartnersindividual
(Vygotsky)Brainstorming
Sarah Kay’s “List” IdeaExample (10:20-11:25)
Literary elementsPerformance
WORKS CITEDGallagher, Kathleen, and Burcu Yaman Ntelioglou. "Which New
Literacies? Dialogue And Performance In Youth Writing." Journal Of Adolescent & Adult Literacy 54.5 (2011): 322-330. Academic Search Premier. Web. 22 Apr. 2012. <http://search.ebscohost.com.proxy2.library.illinois.edu/login.aspx?direct=true&db=aph&AN=59164352&site=ehost-live>.
Fisher, Maisha T. “From the Coffee House to the School House: The Promise and Potential of Spoken Word Poetry in School Contexts.” English Education, Vol. 37, No. 2, Literocracy: A New Way of Thinking about Literacy and Democracy (Jan., 2005), pp. 115-131.