Sensory Reading: A New Approach to Teaching & Learning GCSE English Literature

感官阅读：一种新的教学方法

• 批准号: AH/X000613/1
• 负责人: Philip Shaw
• 金额: $ 10.24万
• 依托单位: University of Leicester
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FX000613%2F1
• 关键词: Sensory; Reading; New; Approach; Teaching

This project will help to realise the value and application of 'Sensory Reading' as a pedagogic method, by helping mixed ability GCSE students to appreciate poetry as a life enriching experience, that will in turn address the decline in A-Level and BA English Literature recruitment. There exists substantial evidence to confirm that the 2015 GCSE reforms have significantly deterred students from progressing to A-Level English Literature (Barbara Bleiman, 'Decline and Fall: A Level English - The Figures', NATE, Teaching English, Issue 15), and that the awarding gap for disadvantaged students has widened since the reforms were introduced (Catherine Lough, 'Michael Gove's tougher GCSE's "harm social mobility"', TES, 5 December 2019). Pupils are generally daunted by the process of reading and writing about poetry, mainly because of the current emphasis on technical knowledge (e.g., the naming of formal features). Guided by the conviction that poets "routinely emphasize sensate as opposed to purely cogitative ways of knowing" (Noel Jackson, 'Literature and the Senses', ed. David Duff, The Oxford Handbook of British Romanticism, 2018), and that the study of literature is 'a quest for meaning [that] requires the reader to be an active participant' (The Cox Report, 1989), 'Sensory Reading' works directly with teachers and pupils to show how an engagement with the visual, acoustic, and physical dimensions of poetry, whether embodied or imagined, can be used to enrich technical knowledge and understanding. Through devising online teaching worksheets and education resources, and through the delivery of face-to-face workshops for mixed-ability pupils in 5 Leicester schools, 'Sensory Reading' builds on the successful impact and engagement initiatives of the 'Wordsworth 2020' project by enhancing the pedagogical ambition of the project while extending its reach to a wider community. Focusing on the selections from the AQA GCSE 'Past and Present' Poetry Anthology, the worksheets (for teachers) and resources (for pupils) place emphasis on how poets engage a reader's mind/imagination via sensory devices (e.g., imagery, metaphor, sonic features) that affect the human senses (e.g., sight and sound). The resources build on an emerging field of criticism that challenges the instrumentalization of poetry, intending to reverse the decline in the take-up for A-Level (and University), for example: Robert Eaglestone, Literature: Why it Matters (Polity, 2019), Jennifer Webb, How to Teach English Literature; Overcoming Cultural Poverty (John Catt Educational, 2019). A website, entitled 'Innovate English', will include audio and visual resources (including links to the University of Leicester 'Wordsworth 2020' and Department of English websites) to aid the sensory experience for all the set poems in the AQA anthology. In sum, by the end of the project, 5 one-hour workshops, supported by specially devised worksheets and learning resources, will have been developed and delivered to each of the 5 participating schools. Final year BA English students at the University of Leicester who are considering teaching as a career will be invited to attend a selection of the workshops and, where feasible and appropriate to collaborate on their delivery, as a way to gain vital classroom experience. The project will also create opportunities for teachers and pupils to participate in bi-monthly, pupil-led Knowledge Exchange forums, culminating with a one-day, community-led forum at the University of Leicester that will enable researchers and beneficiaries to reflect on the project's aims and objectives and to consider further opportunities for collaboration. Findings from the project will be published as peer-reviewed articles in English: Journal of the English Association and the Times Education Supplement (TES), for which links will provided on the project website with a view to extending the reach of the project nationally.

该项目将有助于实现“感官阅读”作为一种教学方法的价值和应用，帮助混合能力的 GCSE 学生欣赏诗歌作为丰富生活的经历，从而解决 A-Level 和 BA 英语文学的下降问题招聘。有大量证据证实，2015 年 GCSE 改革严重阻碍了学生升读 A-Level 英语文学（Barbara Bleiman，“衰落与堕落：A Level 英语 - 数字”，NATE，英语教学，第 15 期），以及自改革实施以来，弱势学生的奖励差距已经扩大（Catherine Lough，“迈克尔·戈夫（Michael Gove）更严格的 GCSE 的“危害社会”）移动性”，TES，2019 年 12 月 5 日）。学生普遍对诗歌的阅读和写作过程感到畏惧，主要是因为当前对技术知识的强调（例如形式特征的命名）。相信诗人“经常强调感觉，而不是纯粹的认知方式”（诺埃尔·杰克逊，“文学与感官”，大卫·达夫编辑，英国浪漫主义牛津手册，2018），并且研究文学是“对意义的追求，需要读者积极参与”（考克斯报告，1989），“感官阅读”直接与教师合作和学生展示如何利用诗歌的视觉、听觉和物理维度（无论是具体的还是想象的）来丰富技术知识和理解。通过设计在线教学工作表和教育资源，并通过为 5 所莱斯特学校的混合能力学生提供面对面研讨会，“感官阅读”以“华兹华斯 2020”项目的成功影响和参与举措为基础，增强该项目的教学雄心，同时将其影响范围扩大到更广泛的社区。工作表（针对教师）和资源（针对学生）重点关注 AQA GCSE“过去和现在”诗歌选集的选集，重点关注诗人如何通过感官手段（例如图像、隐喻、声音）吸引读者的思维/想象力。特征）影响人类感官（例如视觉和声音）。这些资源建立在一个新兴的批评领域之上，该领域挑战了诗歌的工具化，旨在扭转 A-Level（和大学）入学率下降的趋势，例如：Robert Eaglestone，文学：为什么它很重要（Polity，2019） ），詹妮弗·韦伯，《如何教授英语文学》；克服文化贫困（约翰·卡特教育，2019）。一个名为“创新英语”的网站将包括音频和视频资源（包括莱斯特大学“华兹华斯 2020”和英语系网站的链接），以帮助 AQA 选集中所有定诗的感官体验。总之，到项目结束时，将在专门设计的工作表和学习资源的支持下，向 5 所参与学校中的每所学校举办 5 个一小时的研讨会。正在考虑将教学作为职业的莱斯特大学英语学士最后一年的学生将被邀请参加精选的研讨会，并在可行和适当的情况下合作开展研讨会，作为获得重要课堂经验的一种方式。该项目还将为教师和学生创造机会，参加每两个月一次、由学生主导的知识交流论坛，最终在莱斯特大学举行为期一天、由社区主导的论坛，使研究人员和受益者能够反思项目的目的和目标，并考虑进一步的合作机会。该项目的研究结果将以英文形式发表为同行评审文章：《英语协会杂志》和《泰晤士报教育增刊》(TES)，项目网站上将提供这些链接，以期扩大该项目在全国的影响范围。