Abstract:
This study was attempted to show benefits with different methods when teaching poetry in advanced secondary courses, with the aim of proving that by using a certain design of the lessons, it is possible to engage the students in English poetry. A Secondary aim was to incorporate and implement the theories on sociocultural learning by Vygotsky into the method used in the study. Finally, the study was able to question the definitions of what constitutes a poem and the ideas of canonized versus non-canonized material within literature. The method chosen for the study was a mixed method design, and study applied a deductive approach where a hypothesis based on previous research and ideas within the field was tested. The design of the study performed a focus group interview, followed by observations of four lessons with students at Advanced Secondary level, and finally a questionnaire for students. The results from the study was mainly positive and the questionnaire will show that most students appreciate the first part the most, although a few students enjoyed both parts. The combined results show that the design had an impact when it comes to engagement, and change a few of students’ views on poetry. The main finding in the study was that students prefer less complex poetry that does not belong to the canon, since most of the students mark the first part as the best one. The results show therefore that the design had an impact when it comes to engagement.
