This annotated bibliography of articles and books about haiku is divided into English, Spanish, Portuguese, Italian, French, and German language references. The organization of each section progresses from references for Japanese haiku to references for haiku written in occidental languages and from books to periodical publications. Because of…

This book was written with the intention of helping non-specialist teachers of English in the middle school range. Part One: The Teacher's Resources contains chapters on: (1) The Linguistic Resources; (2) The Literary Resources; and (3) The Resources of Craftsmanship. Part Two: The Teacher's Art deals with (4) Some Preliminary Considerations; (5)…

Findings from a number of studies of the reading interests and habits of British secondary school students are reviewed, and the results of a new survey of the opinions of 55 teachers are briefly reported. The studies indicate that a number of "classic" texts are popular but that "subliterature" is also popular and becomes more…

The author developed a combined arts project with her first-graders in which the fine arts were treated as alternate languages for creative expression. Students first expressed themselves in verbal language by writing poems, then translated their conceptions into music, painting, dance, or pantomime. (SJL)

Reports on the methodology and results of a study to identify characteristic features of poetry discussion at junior secondary level. (RL)

A discussion of six techniques whereby the abstract nature of foreign language poetry may be communicated to students. These are introduction to the genre, understanding and appreciating poetry, the poet and his/her milieu, reading for expression and vocabulary and in context, and analysis for theme, content, and structure. (Author/AMH)

Discusses similarities and differences between vocal music and spoken language. Uses for vocal music to aid in the phonological instruction of Russian are suggested. (LMO)

Lists and annotates recent textbooks in the areas of teaching theory and practice, fiction, poetry, drama, and computers and media. Also lists source and course books and reference books. (FL)

The 14 articles in this theme issue are divided into five categories: Youth and Literature--Issues and Opportunities; Portrayals of Children and Youth in Literature; Youth and Their Parents in Literature; Death and Bereavement in Young People's Literature; and Epilogue. The final section focuses on Literature and Youth Development--Implications…

Describes an experimental project implemented in a language school in northern Italy in which students, using a poem as a basis, created a cast of characters and expanded the poem's story line to create a world in which the characters could interact. (SED)

Components of the expressive arts approach to therapy for disabled students are briefly described in terms of music, movement and dance, sculpture, sandplay, drawing and painting, journal writing, poetry, playwriting, puppetry, and drama. (CL)

Cultural freedom involves the ability to recognize and participate imaginatively in the exploration of one's own environment for the sake of one's self and one's people and the ability to transcend that environment and speak to all people. Australian artists, writers, poets, music, and oral literature are discussed. (RM)

Presents activities for a thematic unit of literature exploring humankind's relationship to the land, as inspired by Robert Frost's poem. Activities include planting flowers, examining travel brochures, viewing a transparency exhibit of images of nature, and journal writing on topics dealing with owning and working land. (HTH)

Discusses "critique" in an analysis of the relationship between discourse, text, and subjectivity, particularly as it relates to the teaching of poetry. Stresses how to make students more aware of the power of the text and to comprehend more fully the nature of their own responses. Illustrates with student responses to Blake's poem, "The Rose."…

Reviews research on poetry in the classroom. The first part concentrates on findings that emphasize the importance of the individual teacher; the second part presents teachers', students', and observers' perception on what it is that a good poetry teacher does. (HOD)