Nieuwe klanken in het Nederlandse poëzieonderwijs

dc.contributor.advisorDera, J.J.M.
dc.contributor.advisorBrouwer, S.M.
dc.contributor.authorEijkelenberg, R.C.W.
dc.description.abstractPoetry is often taught through poems, while poetic elements also appear in song lyrics. Lyrics thus offer opportunities for poetry education, but it remains to be seen whether students think the lyrics are poetry. This study therefore investigated how vwo-4-students assess the poeticity of song lyrics and to what extent a series of lessons about poetry in music can contribute to that judgment. The study consisted of four phases. In the pre-test, students had to indicate how poetic they found ten texts or text fragments. The texts and text fragments consisted of traditional poems, everyday poems and song lyrics. The students also had to explicate their judgment on a number of items. The second phase consisted of a series of lessons about poetry in music in which the poetic concepts of rhyme, metre and figurative language were taught by using Dutch song lyrics. After the lesson series, students had to assess ten texts or text fragments again and it was determined whether they now assessed song lyrics differently than before the lesson series. Finally, in a focus group interview, the poetic conception of students and the role played by the lesson series on poetry in music were discussed in more detail. The study showed that song lyrics are not inferior to traditional poems and everyday poems in terms of poeticity, but the lesson series had no influence on this. Although more than 60% of the students assessed song lyrics fragments more positively in the post-test, this difference was not found to be significant. However, the series of lessons has created more awareness among students that song lyrics can also contain poetic elements.en_US
dc.thesis.facultyFaculteit der Letterenen_US
dc.thesis.studyprogrammeMaster Educatie in de Taal- en Cultuurwetenschappenen_US
dc.titleNieuwe klanken in het Nederlandse poëzieonderwijsen_US
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