Original YT playout date: 1 May 2009
Featuring thoughts on applying the GoldList Method to the learning of poety, a presentation of Wordsworth’s “”Daffodils”” and whether man’s release of chemicals into the sky has affected the natural world much or not.
You might say “”why get sidetracked onto daffodils when there aren’t any there?””. Ah, but that’s precisely the *point* of the poem, isn’t it?
Continue reading “Musings from the road at sunset”
Original YT playout date: 1 August 2008
Irina Levkovitch does an impromptu reading of this Russian poem of uncertain authorship.
Continue reading “Novobrantsy”
Original YT playout date: 14 June 2008
A poetry recital in the street and a lot more in the eighth of the series on Madrid. Those of you who asked to hear more of the Julio Iglesias piece “Corazon, corazon” will be pleased here. If you want to buy your own copy you’ll find it on my astore. That’d only make me a couple of cents, and the only reason I mention it is that the piece is not easy to find, and quite a few of you have commented in earlier parts of this series that you want to get hold of the product.
Continue reading “Poetry Recital on Madrid Street (Huliganov’s Madrid Experience #8/11)”
Hot off the press today, not historic in any way, my helping Sophie get more motivated to learn the poetry for her Polish literature class led me to do an impromptu YouTube session with her reciting some from memory.
It may interest you to know that none of the poems were learned with this video in mind, or even recently, and the class test of them happened some time ago.
I don’t let Sophie read a poem more than once a day. I don’t let her read without trying to enjoy the poetry and understand something from it. Never read in order to memorise, but in order to enjoy. Then go back some time later, especially more that two weeks later in the end, and see what was memorised and what not. Just like the goldlist method, only without the writing out, only using recitation.
This method works with a child’s poetry syllabus if you get ahead and do the initial readings well ahead of the class, so that the child already really knows most of the and is at the most putting in the finishing touches while other children are in a panic trying to force the thing into their memory. This results inevitably in the child using the Polish school method having the poem in the short-term memory and the child using a staged repetition technique and taking a long-term view will have a long-term memory of the poem.
So where you have continuous assessment, the benefit is reaped by people who simply won’t remember the poem once the year is finished. But children need to understand that education is for them to take something precious into their lives and is not just about marks and grades. A teacher might grade the cramming kids higher, but they simply won’t know much when my lower graded kid will remember more than any of the rest of them, and have a more pleasant time over it.