mirage   mirage   mirage

The effect of videotaped poetry readings on students' responses to poetry

DSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Ward, Chris L.
dc.creator Bernhisel, Donna
dc.date.accessioned 2008-05-15T16:11:05Z
dc.date.available 2008-05-15T16:11:05Z
dc.date.copyright 2008-04-17
dc.date.issued 2008-05-15T16:11:05Z
dc.identifier.uri http://hdl.handle.net/1957/8497
dc.description Graduation date: 2008 en_US
dc.description.abstract This research study focused on the ways that reading poetry in print differs from viewing poetry in performance and the effect this had on comprehension and appreciation. Videotaped poetry readings provided students with opportunities to experience poetry in performance. Because very little had been researched in this area, a grounded theory study was used. This qualitative methodology provided a first look at both students' comprehension of and responses to videotaped poetry performances. Participants included two groups of students from an Introduction to Poetry course taught at a community college. Data sources consisted of participants' in-class written responses to videotaped poetry readings. Follow-up interviews were also conducted with some participants. Results of this study indicated four main factors that contributed to increased understanding of poetry when viewing videotaped poetry readings: contextual comments made by the poet, audience cues, the appearance of the poet, including movement, and the voice of the poet. One of the results that viewing poetry in performance had was that it enabled participants to more accurately identify the tone of poems, one of the most difficult tasks when reading poetry. Without exception, participants' understanding increased as a result of viewing videotaped poetry readings. No participants reported a decrease in appreciation or enjoyment as a result of their increased understanding about a poem. However, viewing poets perform their work did occasionally lead to a decrease in appreciation/enjoyment for other reasons. Some of these reasons included unmet expectations about how a poem should sound or what participants perceived as annoying mannerisms of the poet. Theory resulting from this study made clear that viewing videotaped poetry readings contributed positively to participant understanding and, in most cases, to participant appreciation and enjoyment as well. en_US
dc.language.iso en_US en_US
dc.subject poetry en_US
dc.subject reading en_US
dc.subject performance en_US
dc.subject comprehension en_US
dc.subject response en_US
dc.subject qualitative en_US
dc.subject.lcsh Oral interpretation of poetry en_US
dc.subject.lcsh Poetry -- Appreciation en_US
dc.subject.lcsh Poetry -- Study and teaching (Higher) -- Audiovisual aids en_US
dc.title The effect of videotaped poetry readings on students' responses to poetry en_US
dc.type Thesis en_US
dc.degree.name Doctor of Philosophy (Ph. D.) in Education en_US
dc.degree.level Doctoral en_US
dc.degree.discipline School of Education en_US
dc.degree.grantor Oregon State University en_US
dc.contributor.committeemember Helle, Anita
dc.contributor.committeemember Higgins, Karen
dc.contributor.committeemember Rice, Laura
dc.contributor.committeemember Winograd, Ken

This item appears in the following Collection(s)

Show simple item record

Search ScholarsArchive@OSU

Advanced Search


My Account