Annotated Bibliography
Baines, L., (September 2001). Out of the box. Voices From the Middle, vol. 9, no. 1. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM0091-sept01/VM0091Out.pdf
The author, Lawrence Baines, is a professor of Education at Texas Tech University at Lubbock, Texas; he ran an experiment with a group of remedial high school students who were unable to pass the state assessment. Knowing that the old school methods were not reaching these students, he set out to find a way to connect with this high-risk group and help them make sense of their learning. Baines used powerpoint, pictures and music to hook students into the poetry writing process. After writing a poem, they enhanced their piece with images and background music to help them improve their word choice. By setting images to each phrase then choosing the music to coincide with the word phrases and images, students were able to refine their word choices to the best that they could do. When students have more ways to connect to the text, it helps them to understand their ideas with a clearer sense.
Fay, M., (May 2001). Music in the classroom: an alternative approach to teaching literature. Teaching English in a Two-Year college, Retrieved from
Marion Fay, an English teacher at the College of Alameda in San Francisco and a producer of concert series, advocates the use of specific kinds of music to enhance literature and bring more clarity and understanding to the reader. This is especially effective in classrooms that have a diversity of students by age, abilities, culture, race, and life experience; music helps to bridge that gap. Music, indeed, is a universal language and can touch a unified chord to bring people together at times. Applying a multi- disciplinary approach is recommended to maximize the learning. In the article are many good suggestions of music selections with the accompanying literature piece, however they are not grade specific.
Krammer, J., (January 2002). From John Donne to the last poets: an eclectic approach to poetry. English Journal. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0913jan02/EJ0913From.pdf
The author, Joel Krammer, along with four of his 12th grade English teacher colleagues at Maria Carrillo High School in Santa Rosa, California collaboratively planned and implemented a new approach to a poetry unit. Their main goal in this two month long unit was to engage students in the process of listening, reading, creating, performing, interpreting, and responding to poetry in ways they had never done so before. There were core elements including the collection of poems used for text that they planned together, but they maximized their effectiveness by taking advantage of each teachers strengths, varying the assignments, using music, bringing local poets, having on-line sharing and critiquing, and staging a poetry slam to culminate the unit. While there were minor issues with a wide range of abilities, they broke free from the barrier that poetry was for the elite as students were excited and engaged in poetry even beyond the regular assignments, and many students continued on-line even after graduation. There were well over 3000 postings from a class of more than 300 seniors. The slam was the final icing on the cake as students took personal pride in their staged performances. It is true that when students are excited and actively involved their learning increases and their self-esteem is better.
Kryder, J. B., (September 2006). Discovering the inclusive art of poetry. English Journal, vol. 96, no. 1. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0961-sept06/EJ0961Discovering.pdf
The author is a teacher at Williamsville East High School, co-founder and co-director of Collaborations and Connections, the Buffalo/Williamsville Poetry, Music, and Dance Celebration, and his poems are published in the Del Sol Review, the Alembic and the Buffalo News. In addition, he has 5 poems put to music by high school, college, and professional musicians. He wrote a poem for Dr. Stephen Shewan's choral and orchestral work the “Hymn for Spring” published by Albany records. John Kruder asserts that interdisciplinary collaborative projects are at the cutting edge of education at its best, considering the tremendous success with the Poetry, Music, and Dance Celebration for many years. He believes that educators, schools, and districts should keep the communication lines open and be willing to take risk in finding new and better ways to engage their students, thereby raising their understanding and appreciation of all the art forms and how the arts relate to other disciplines like math and science. His research and innovative projects in the schools also shows that they can breakdown barriers and bring inner-city and suburban students together in meaningful ways. I believe if we could work together like this, we could be much more effective with our students.
Tarasiuk, Tracy., (March 2009). Extreme poetry: making meaning through words, images, and music. View from the Middle, vol. 16, no. 3. Retrieved from http://www.ncte.org/journals/vm/issues/v16-3
Tracy Tarasiuk, a reading specialist at Park Campus School in Round Lake, Illinois implemented a Poetry unit using podcast where she could post her middle school students' multimedia projects. In incorporating music, students used GarageBand to create the music to accompany their poetry. That's when she created Extreme Poetry, the main goal was for her students to be able to find meaning and interpret the authors' poetry, to respond, to apply techniques and to share their own works on the podcast. The addition of music inspired a closer connection to their own poetry in ways they hadn't imagined. Authentic feedback from their peers motivated them to continue more successfully with greater force than with feedback from a teacher.
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