Akadēmiskais centrshttps://doi.org/10.22364/htqe.2023.53 | 675-688 | PDF
Secondary School Level Creative Tasks for Studying Poetry
Elita Stikute, Anita Skalberga
University of Latvia, Latvia
Abstract. The present study endeavors to analyze the challenges encountered by readers when interpreting poetry, and the development of their creative potential. Voluminous decoding of poetry texts is possible in the learning process if creative process is offered, which in turn enables to look for new ways of reading and explore comprehension labyrinths. Literature studies at secondary school require the development of creative task taxonomy, which would assist the reader – student to explore their creative potential and develop it deliberately. Creativity is beneficial in any area and can enrich every aspect of one’s life. It is not an inherent gift but a mastered ability to see the world, interact with it and respond accordingly. The main components of creativity can be categorised in two groups: cognitive (divergent thinking, general knowledge and thinking skills) and personality (focusing on the task and determination to complete it, motivation, tolerance towards the unknown) components. The prerequisites for creativity are connected with the educator’s attitude and expectations, as well as the ability to create a suitable environment, situations, learning tasks, because without them neither creative thinking nor action can be manifested. The educator is the initiator as well as the facilitator of the creative process, thinking and action. Based on the study of poetry of A. Čaks at secondary school, the article introduces the requirements and criteria for the development of creative tasks.
The aim of the research is, based on the study of A. Čaks’ poetry in secondary school, to identify the conditions and criteria for developing creative tasks. The study was conducted using qualitative content analysis of students’ works and a case study as the research methods. The results of the case study indicate that when the teacher creates an appropriate environment and atmosphere, students are offered various creative tasks, and students can choose them according to their abilities, students willingly engage in the performance of various creative tasks. The developed methodological framework for introducing A. Čaks’ poetry is original and unprecedented in the history of literature methodology. The developed methodology can be used for the study of the personality and creative work of a specific poet (A. Čaks) as well as adapted and adjusted for the study of other writers. The ideas can be used by both practising and future literature teachers. The developed methodological framework and its results have been presented to prospective educators in the course “Methods of Teaching Latvian Literature,” educators in various continuing education courses, and at the scientific conference of the University of Latvia. Educators have highly appreciated the developed materials.
Keywords: creative potential, study of poetry at secondary school, creative thinking, creative tasks
In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2023
ISBN 978-9934-36-116-6