An exploration of poetry pedagogy approaches in adult basic education (first and second language) in Cadiz by ELC.
Language learning can be challenging, especially for adult learners.
At ELC in Cadiz, we have explored these innovative approaches to support our adult learners in processes of language learning (basic education, first and second language).
We have experienced that:
- the use of images, metaphors and other literary devices initially empowered learners to find and connect with these words, discover new words, create word families, engage in conversation and thereby create whole sentences in writing as well. The images and metaphors invited a lively exchange about the issues that were directly related to their everyday lives.
- poetry in combination with music, opened up another perspectives for the first and second language learners: Rhythm, singing, sounds, tones and supporting music invited them to develop and even present words and whole sentences individually or in a group.
- The impulses in the poetry pedagogical approaches encouraged the learners to become curious about what was behind a poetic impulse and what this triggered in them. For example, they encountered poetry in the form of street art (here in the form of a picture with single words) and were able to intensively engage with the language used, their environment, their associations, the social and individual level, the cultural context and their knowledge.
At ELC in Cádiz, we use poetry in a variety of ways to accompany and support learners on their journey towards speaking and writing.
We are excited to be project partner in POETA and introduce these innovative approaches in basic education for adults.
If you are interested in learning Spanish starting from poetic impulses, in opening spaces of learning, come and learn with joy and creativity.
Unlocking the Power of Poetry: Synthesis Explores further the Poetry-Pedagogical Approaches in Basic Adult Education
In this update, Synthesis would like to highlight the valuable feedback received from educators involved in the pilot phase of the POETA MOOC (Massive Open Online Course), and the transformative power of poetry as a tool for adult basic education courses (First- and Second language courses) and to open up new facets and perspectives.
The feedback from language educators regarding our MOOC on the poetry pedagogical approaches has been overwhelmingly positive. They have expressed high praise for the course, describing it as a highly inspiring and valuable resource for learners in adult basic education (first- and second language courses). The educators were particularly impressed with the quality of the course content and resources provided, which they found to be engaging and relevant to the needs of the learners.
According to the educators, the POETA MOOC effectively showcased the transformative power of incorporating poetry into adult basic education. They highlighted how the resources can encourage learners to explore language in a creative and expressive manner, resulting in enhanced motivation and engagement. The educators also noted that the impulses, tools and activities could facilitate a deeper understanding of self-esteem through “make there-selfs visible”. However, the content and varieties of the poetry pedagogical approaches offers learners with a well-rounded experience to continue their word way.
Overall, the feedback from educators demonstrates their strong endorsement of the MOOC on the poetry pedagogical approaches. They have recognized the course as a valuable tool for self-experience, self-reflection, a high number of content, further study and ideas for implementing in basic education courses. The positive feedback received encourages us to continue creating impactful language learning experiences through poetry.
“Exploring the Poetry-Pedagogical Approach in Basic Education: A Fruitful Journey by Synthesis
In the enchanting realm of language education, the dedicated language instructors at Synthesis embarked on a remarkable journey, exploring poetry-pedagogical approaches in basic adult education in Cyprus. Their exploration proved to be an inspiring and fruitful endeavor, offering a transformative experience for both instructors and learners alike.
Throughout this exploration, the language instructors fearlessly embraced a wide array of tools, ranging from digital marvels to more traditional mediums. Short films that captivated the imagination, soul-stirring melodies, and the creation of concise verses and captivating haikus were just a few of the avenues they skilfully employed. These tools became vessels to unravel the beauty of poetry, showcasing its power to engage and ignite passion in learners.
The exploration of poetry-pedagogical approaches revealed the profound impact of poetry on individuals’ fear of language, the self, and the unknown. Language learners, predominantly women, found immense enjoyment in this transformative process. By immersing themselves in the world of poetry, these learners discovered a newfound courage to navigate the intricacies of language, allowing them to express their thoughts and emotions with greater confidence and authenticity.
Beyond the realms of language acquisition, poetry became a gateway for personal growth and self-discovery. Learners embraced the opportunity to explore the depths of their own creativity and expressiveness, cultivating a profound sense of empowerment. Through poetry, they found solace in self-expression, overcoming barriers and embracing the beauty of the written and spoken word. The exploration of poetry-pedagogical approaches in basic adult education has revealed the incredible power of poetry to unlock individuals’ potential, fostering a love for language and self-discovery. The dedication of the Synthesis language instructors, coupled with the learners’ enthusiasm, has paved the way for a transformative educational experience. As we continue this journey, may the enchantment of poetry guide us towards new horizons, unlocking the full potential of language learners in Cyprus and beyond.
At Kalamata Second Chance school we tried to write calligrams. Calligrams are words that have been written in a design or enhanced by a design. Firstly, we talked together with our learners about calligrams, the history of calligrams, the first calligram that was made by Simmia of Rhodes fl. 300 B.C, about Guillaume Apollinaire.
Then we watched videos about them. After that our learners created their own calligrams, choosing the poem that expresses their feelings, emotions, ideas, the poem they like most. At the end they uploaded them to a corner.
So, we used creative writing techniques to help our learners express their trapped emotions in an artistic way.
On February 14, 2023 at the Kalamata Second Chance School, we discussed about the love. Through a three-hour project and working with the project method and collaboratively, we implemented some activities combining arts, painting and music to create texts and poems. Learners engaged in an activity inspired by Brazilian painter Romero Britto, who combines elements of cubism, pop art and graffiti in his work. Black outlines, bright colors, hearts, and flowers, colored stripes with dots, circles and triangles, distinguish his work. His motto is “we are all looking for happiness”.
Thus, our trainees created their own hearts by studying and observing his work. Also studying the lyrics of the song “What is it called love” (Alternative title: “S’ agapo”. Composer: Takis Morakis / Lyrics: Danai Stratigopoulou, Giannis Fermanoglou. From the film “Boy on a dolphin”) and hearing it set to music they implemented an activity that asked them to write a text describing what love means to them. They could also write a poem about love. Accompanied by the music teacher they sang songs about love and a nice and warm atmosphere was created, proving that music has a positive effect on creativity, learning, mood improvement, team bonding, stress management…
Mascha Kaleko: ‘Recipe’
Significant topic of the participants: War in Ukraine, worry, fear
Method: The poem as a parenthesis
The study groups: Two reading and writing groups online via Zoom. People are accompanied to set up the technology, there is the possibility of on-site meetings in learning cafes. Two groups in a work offer for people who receive support in life and work.
Starting point is the defining theme of the people: fear because of the war.
From the poem only the beginning and lines to the end are presented (see the postcard of the artist project).
The beginning of the poem “Chase away the fears And the fear of the fears” opens.
The sentences almost at the end of the poem “Be wise And hold on to miracles” closes the parenthesis.
In between the group explored the question of what counter-design to fear there could be: Where, with whom do I feel comfortable? Someone brought in a song, later participant wrote a recipe with the title “How do I bake myself a good friend”, because it became important not to be alone with fear. People use the picture plane with collages. word and sentences. The group works on the collage of a ‘Wonder Tree’: a spontaneous and creative collection of hopes and wishes.
Translation of words in the ‘Miracle Tree’: Wonder-People, Wonder-Heart, Wonder-Wedding, Wonder-Me, …
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