Why Teach Creative Writing? Examining the Challenges of Its Pedagogies

Autor/in	Gilbert, Francis
Titel	Why Teach Creative Writing? Examining the Challenges of Its Pedagogies
Quelle	In: Changing English: Studies in Culture and Education, 28 (2021) 2, S.148-168 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2020.1847043
Schlagwörter	English Instruction; Creative Writing; Writing Instruction; Teaching Methods; Instructional Design; Lesson Plans; Criticism; Figurative Language; English Teachers; Individual Development; Learning Processes; Cultural Background; Government Publications; Masters Programs; Authors; College Faculty; Teacher Attitudes; Student Attitudes; Poetry; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Kreatives Schreiben; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Kritik; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Individuelle Entwicklung; Learning process; Lernprozess; Magister course; Magisterstudiengang; Author; Autor; Autorin; Fakultät; Lehrerverhalten; Schülerverhalten; Lyrik; Poesie; Ausland
Abstract	This article examines the deeper purposes behind the teaching of creative writing. To extend an analogy created by William Blake in his poem 'The Tyger', its furnaces are examined and its 'deadly terrors' clasped. It re-interprets the different views of teaching English, as drawn up in the United Kingdom's Cox Report. It argues that these views can be used to help pedagogues consider why they are teaching creative writing, design lessons and reflect upon practice. Significantly, it offers a contemporary reworking of the views. In brief, it suggests that different creative writing teachers aim to: (1) Facilitate their students' personal growth and healing; (2) Encourage the exploration of unknown topics; (3) Help their students sell their writing; (4) Connect them with significant texts and well-established creative writing processes and practices; (5) Foster critique about the world through their writing; and (6) Cultivate profound learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01