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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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This article is based on the 4 years’ experiences that the writer taught writing ordinary life poetry to high school students. ‘Ordinary life poetry’ doesn’t have any special meaning. It is just an arbitrary term to mean ‘poetry based on students’ experiences’. Usually students have problems to write poems. One of the reason is that teachers don’t teach creative writing even though it is the important part of literature education. And it is because teachers also think to teach writing poetry is so difficult. It is pointed out that poems in Korean textbooks are too difficult for students to understand and students learn textbook poems through inappropriate approaches. These are the reasons that students have problems to write poems. The writer suggests the process of writing ordinary life poetry as a meaningful literature education based on experiences.
The writer pointed out the features of students poems through analysing the poems in students’ poetry book, 『Tomorrow, my homeroom teacher seems like cry, too』 . First, there are narrator’s response toward realities of life in students’ poems. Second, they use narrative form to make their experiences in order. Third, there are testimonies of negative aspect of realities. Fourth, students express their inside wounds which were from family relationship or economic pains etc. And also these features show students’ abilities to write poems, especially abilities of catching the problematic realities into poems.
The writer found out four educational meanings of writing ordinary life poetry. First, students can learn poetic convention naturally. Second, students can reflect themselves through writing ordinary life poetry. To write ordinary life poetry, students must reconstruct their experiences, and through that, students think over the experience, their attitude and perspectives about that. And it can be helpful to exercise to make meanings of life experiences. Third one is students can experience the pleasure of literature through being subject of writing. And fourth is that students can empathize more easily with the poems because students’ poems deal with similar experiences and feelings they can share.
The writer suggested more concrete literature curriculum is needed for the better creative writing literature education.
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