Myth, Metaphor, and Metacognition: Shaping Voice and Identity Through Poetry in Teacher Education

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

It has been the author's experience that writing poetry in teaching methods courses is an effective way of having teacher candidates explore issues of identity.

“It has been my experience that writing poetry in teaching methods courses is an effective way of having teacher candidates explore issues of identity.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Like Dugan, the author has often discovered meanings that had previously been hidden through the process of crafting a poem.

“Like Dugan, I have often discovered meanings that had previously been hidden to me through the process of crafting a poem, whether it be a slow, methodical process or the occasional surprise of the poem that appears to spring full grown from the writer's head.”

• cites DuganNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

Allowing teachers to explore their own creativity and imagination in methods classes broadens the nature of the questions they pose in relation to the curriculum, their students, and themselves.

“Allowing teachers to explore their own creativity and imagination in methods classes broadens the nature of the questions they pose in relation to the curriculum, their students, and themselves.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The CCSS and their accompanying assessments have added considerable exigency to the sense that there is an overwhelming amount of information to be assimilated in preparation for teaching.

“The Common Core State Standards (CCSS) and their accompanying assessments, adopted by 45 out of 50 states in the United States as of this writing, have added considerable exigency to the sense that there is an overwhelming amount of information to be assimilated in preparation for teaching.”

Classified as probably not a substantial claim.

The Common Core Standards put forth that college and career readiness is best developed through reading and writing informational and argumentative texts.

“This stands in contrast to the idea put forth in the Common Core Standards that college and career readiness is best developed through reading and writing informational and argumentative texts.”

• cites Common Core StandardsNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

Writing poetry in teacher education methods classes helps teacher candidates reflect upon and examine their beliefs about teaching and learning.

“This article discusses the importance of teacher candidates writing poetry in their education methods classes in order to reflect upon and examine their beliefs about teaching and learning.”

Probably not a substantial claim: may not pass S4 (based).

By writing poetry in the context of academic study, learners can see metaphorical connections between events and ideas.

“By writing poetry in the context of academic study, learners can see metaphorical connections between events and ideas.”

Classified as probably not a substantial claim.

The CCSS and assessments have left many teachers and administrators with the sense that there is little or no time for poetry or experimental writing.

“This has left many teachers and administrators with the sense that there is little or no time for poetry or experimental writing.”

Probably not a substantial claim: may not pass S4 (based).

Writing poetry in a teacher education context prepares teachers to use these techniques with their own students.

“Writing poetry in a teacher education context is also important because it prepares teachers to use these techniques with their own students.”

May combine two claims.

At the secondary level, the arts are taught in about half of all secondary schools and only 20 percent of the school population enrolls for as little as 1 year.

“At the secondary level, where there are art specialists, the arts are taught in about half of all secondary schools and only 20 percent of the school population enrolls for as little as 1 year.”

• cites Eisner (2002)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Even within the parameters of national learning standards there can still be room for inquiry, imagination, and creativity.

“Even within the parameters of national learning standards there can still be room for inquiry, imagination, and creativity.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Once students begin to recognize the mythological archetypes that recur across time, cultures, and art forms, they can see their metaphorical significance in their own lives and in contemporary society.

“Once students begin to recognize the mythological archetypes that recur across time, cultures, and art forms, they can see their metaphorical significance in their own lives and in contemporary society.”

Probably not a substantial claim: may not pass S2 (checkable).

Poetry in particular forges a connection between the learner and the subject matter, as writing poetry is seen as an invitation to view the subject matter as human and personal.

“Poetry in particular forges a connection between the learner and the subject matter, as writing poetry is seen as an invitation to view the subject matter as human and personal.”

Probably not a substantial claim: may not pass S2 (checkable).

Our world, filtered through media, the arts, and our own senses, is understood through a web of interconnected metaphors.

“Our world, filtered through media, the arts, and our own senses, is understood through a web of interconnected metaphors.”

• cites Lakoff & Johnson, 1980Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Geary, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Writing helps students become invested in subject matter, build a frame of reference, and form questions to guide their reading and learning.

“Writing helps students become invested in subject matter, build a frame of reference, and form questions to guide their reading and learning (Bean, 2001).”

• cites Bean, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

It is not only the poetic writing itself that teachers rarely have the opportunity to do in a formal setting, but also the kind of response poetic writing tends to engender that they rarely experience.

“It is not only the poetic writing itself that teachers rarely have the opportunity to do in a formal setting, but also the kind of response poetic writing tends to engender that they rarely experience.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Once they have been awakened to the broader meaning of stories, they can begin to use them as another means of crafting an argument that goes beyond the limited scope of the Common Core.

“Once they have been awakened to the broader meaning of stories, they can begin to use them as another means of crafting an argument that goes beyond the limited scope of the Common Core.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

It was a gathering of ideas around metaphors that helped students not just to learn about history, but also to understand it.

“Again, it was a gathering of ideas around metaphors that helped students not just to learn about history, but also to understand it.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

An education that is richly infused with a variety of works of art exposes students to responses to human events that have taken place over the broad sweep of history.

“An education that is richly infused with a variety of works of art exposes students to responses to human events that have taken place over the broad sweep of history.”

Probably not a substantial claim: may not pass S2 (checkable).

When teacher candidates spend time with the process of writing poetry they are using language-the currency of the English classroom-as the medium with which to explore how their identities may shape them as teachers.

“When teacher candidates spend time with the process of writing poetry they are using language-the currency of the English classroom-as the medium with which to explore how their identities may shape them as teachers.”

Probably not a substantial claim: may not pass S3 (load-bearing).

In tight budgetary times, arts programs are often the first item to be cut.

“Few administrators would actually say that they do not value the arts, but in tight budgetary times they are often the first item to be cut.”

• cites Davis (2008)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Eisner has observed that the arts are either implicitly or explicitly treated as a frill in relation to the school curriculum.

“Eisner has also observed that the arts are either implicitly or explicitly treated as a frill in relation to the school curriculum.”

• cites EisnerNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The spare language and imagery of poetry can help both the writer and the reader see the essence of an idea or experience as it is expressed in writing.

“The spare language and imagery of poetry can help both the writer and the reader see the essence of an idea or experience as it is expressed in writing.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

To train the mind to hear metaphorically instead of concretely is to foster the ability to see beyond the literal, and to begin to understand the interconnectedness of human events across cultures, geography, and time through the web of metaphor.

“To “train” the mind “to help you open your ears so that you can begin to hear metaphorically instead of concretely” (Campbell & Moyers, 1988, p. 77) is to foster the ability to see beyond the literal, and to begin to understand the interconnectedness of human events across cultures, geography, and time through the web of metaphor.”

• cites Campbell & Moyers, 1988Not checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

When a teacher establishes a professional identity that allows her to enact a version of herself that is whole and authentic, that form of interaction tends to invite students to bring their authentic selves into the classroom as well.

“Namely, that when a teacher establishes a professional identity that allows her to enact a version of herself that is whole and authentic, that form of interaction tends to invite students to bring their authentic selves into the classroom as well.”

Probably not a substantial claim: may not pass S2 (checkable).

This process of intensifying the implicit in writing poetry allows learners to make sense of the world through writing.

“This process of intensifying the implicit in writing poetry allows learners to make sense of the world through writing.”

• cites Murray (1978)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Dugan (1978)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Metaphors serve the essential cognitive function of bridging from the familiar to the unknown by using descriptive imagery that allows learners to use their prior knowledge to understand new information.

“Metaphors serve the essential cognitive function of bridging from the familiar to the unknown by using descriptive imagery that allows learners to use their prior knowledge to understand new information.”

Probably not a substantial claim: may not pass S2 (checkable).

This represents a missed opportunity to develop broader world understandings through the ability to comprehend the ways in which art and literature reflect human experience.

“This represents a missed opportunity to develop broader world understandings through the ability to comprehend the ways in which art and literature reflect human experience.”

Probably not a substantial claim: may not pass S2 (checkable).

The practice of having their students write poems to situate themselves in relation to their studies can also stand the teacher candidates in good stead in their own classrooms.

“The practice of having their students write poems to situate themselves in relation to their studies can also stand the teacher candidates in good stead in their own classrooms, as they introduce new content by having students begin with focused writing that may lead to poetry or other forms of writing related to the subject matter.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

We are helping young people to understand that having a voice is not just about saying whatever is on your mind, it is about finding connections between your personal experiences and essential truths about life on earth.

“We are helping young people to understand that having a voice is not just about saying whatever is on your mind, it is about finding connections between your personal experiences and essential truths about life on earth.”

Probably not a substantial claim: may not pass S4 (based).

As teachers develop the practice of writing to develop their own thinking, they become more comfortable with teaching this strategy to their students.

“As teachers develop the practice of writing to develop their own thinking, they become more comfortable with teaching this strategy to their students.”

Probably not a substantial claim: may not pass S4 (based).

Because of high stakes standardized tests that emphasize argumentative writing, it is virtually guaranteed that large numbers of students will have little or no opportunity for poetry or other forms of expressive writing in school.

“Because of high stakes standardized tests that emphasize argumentative writing, it is virtually guaranteed that large numbers of students will have little or no opportunity for poetry or other forms of expressive writing in school.”

Probably not a substantial claim: may not pass S3 (load-bearing).

School systems tend to regard arts programs with a kind of ambivalence.

“School systems tend to regard arts programs with a kind of ambivalence.”

• cites Davis (2008)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

By entering into dialogues with works of art that speak to aspects of the human experience, we are drawing from the well of mythology.

“By entering into dialogues with works of art that speak to aspects of the human experience, we are drawing from the well of mythology (Campbell, 1991).”

• cites Campbell, 1991Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

The nature of poetry leads one to craft metaphors that capture and describe the essential core of an experience.

“The nature of poetry leads one to craft metaphors that capture and describe the essential core of an experience.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

By capturing experiences in poetic form we transform those experiences from the particulars of our lives to the universal.

“By capturing experiences in poetic form we transform those experiences from the particulars of our lives to the universal.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

By squeezing out the opportunity to interact with imaginative texts, we lose the opportunity to teach the lessons that are best learned from fiction and poetry as well as the study of other art forms.

“By squeezing out the opportunity to interact with imaginative texts, we lose the opportunity to teach the lessons that are best learned from fiction and poetry as well as the study of other art forms.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

This need exists not only for children, but also for their teachers.

“This need exists not only for children, but also for their teachers.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

By focusing narrowly on a limited range of types of writing, we actually deprive learners of strategies and broader understandings that could help them achieve the goal of writing clearly and persuasively.

“More to the point, by focusing narrowly on a limited range of types of writing, we actually deprive learners of strategies and broader understandings that could help them achieve the goal of writing clearly and persuasively.”

Classified as probably not a substantial claim.

A third type of writing, rarely engaged in teacher education contexts, is poetic writing.

“A third type, rarely engaged in teacher education contexts, is “poetic writing.””

• cites BrittonNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Writing poems in response to works of art, if done thoughtfully, teaches young people not just how to express their feelings, but gets them to stand in the ever-flowing river of history, entering into conversations with all of the writers and artists who have come before them, commenting on the human experience.

“And writing poems in response to those works of art, if done thoughtfully, teaches young people not just how to express their feelings, but gets them to stand in the ever-flowing river of history, entering into conversations with all of the writers and artists who have come before them, commenting on the human experience.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Such discussions do not usually come from memorizing names, dates, and battles.

“Such discussions do not usually come from memorizing names, dates, and battles.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

By encouraging metaphorical thinking through encounters with the arts and through writing poetry, we give these teacher candidates the tools to understand universal connections between stories and between lives, and to pass these experiences on to their own students.

“By encouraging metaphorical thinking through encounters with the arts and through writing poetry, we give these teacher candidates the tools to understand universal connections between stories and between lives, and to pass these experiences on to their own students.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

When we teach students how to deeply notice what an artist is doing and how she is doing it, we are getting at the essence of what that art is about.

“When we teach students how to deeply notice what an artist is doing and how she is doing it, we are getting at the essence of what that art is about.”

Probably not a substantial claim: may not pass S2 (checkable).

The close attention required to give voice to another is itself a form of inquiry.

“From high school students in an automotive shop class writing lighthearted poems personifying brake fluid as it flows through an engine (Darvin, 2001) to eighth graders writing poems in the voices of slain Civil War soldiers in their American history class (Gulla, 2009), the close attention required to give voice to another is itself a form of inquiry.”

• cites Darvin, 2001 sourceNot checked — no full text of the source
• cites Gulla, 2009Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Grades in art classes often do not count toward graduation credits, and students are quite aware of this.

“Grades in art classes often do not count toward graduation credits, and students are quite aware of this.”

Probably not a substantial claim: may not pass S2 (checkable).

Because many students come through American schools having had little exposure to the arts or opportunity for creative expression, teacher candidates who are products of this schooling need to spend time in methods courses immersed in encounters with works of art.

“Because many students come through American schools having had little exposure to the arts or opportunity for creative expression, teacher candidates who are products of this schooling need to spend time in methods courses immersed in encounters with works of art (Greene, 2001).”

• cites Greene, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.