| dc.description.abstract | This thesis investigates how pedagogical methods to poetry teaching impact Norwegian high school pupils’ understanding and enjoyment of poetry. The thesis has consulted international and Norwegian research on poetry teaching, examined the position of poetry in the English subject curriculum in Norway, and reviewed literature on poetry teaching methods that could lead to greater understanding and enjoyment of poetry. Based on the research referred to in this thesis, a case study was conducted in two VG1 high school classes. This case study investigated the pupils’ relationship with poetry and their experience of three pedagogical approaches to poetry teaching. Data was collected through mixed method surveys, pupil protocols and submissions, and observational research. The study revealed that most of the pupils had little to no relationship with poetry and lacked confidence with poetry analysis. It further revealed that some of the pedagogical methods significantly impacted the pupils’ understanding and enjoyment of poetry. Overall, the findings of the case study showed that the pupils responded well to methods that encourage a personal response to poetry. The findings of this thesis suggest that methods that allow for personal response have the potential to make poetry more understandable and enjoyable in the English subject classroom. | |
