The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems
Background. Although lyric poetry contains enormous opportunities for personal development of teenagers, expanding the scope of aesthetic experiences available to them, students often respond to it with hostility, for it is rather hard for them to comprehend. While much prior research has stressed...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
M.V. Lomonosov Moscow State University
2019-12-01
|
| Series: | Psychology in Russia: State of Art |
| Subjects: | |
| Online Access: | http://psychologyinrussia.com/volumes/pdf/2019_4/Psychology_4_2019_135-147_Mironova.pdf |
| _version_ | 1819227701252194304 |
|---|---|
| author | Ksenia V. Mironova |
| author_facet | Ksenia V. Mironova |
| author_sort | Ksenia V. Mironova |
| collection | DOAJ |
| description | Background. Although lyric poetry contains enormous opportunities for personal development of teenagers, expanding the scope of aesthetic experiences
available to them, students often respond to it with hostility, for it is rather hard for them to comprehend. While much prior research has stressed the importance of teaching poetry to adolescents, the psychodidactic foundations of developing their creative interaction with lyric poetry and the role of textbooks in this process remain virtually unexplored.
Objective. To examine the psychodidactic foundations of developing teenagers’ creative interaction with lyric poetry: the relevant principles and their implementation in an educational book of a new — psychodidactic — type, which
determines the strategy and tactics of the joint study activity modeled in it.
Design. A teaching intervention was conducted, which included whole-class discussions of the poems and work with educational books based on psychodidactic principles. Participants were 311 6th-8th grade students from four Moscow secondary schools.
Results. The principle of open individuality was singled out as the basic one and was elaborated in four interrelated sub-principles: wholeness, polylogy,
multidimensionality, and value hierarchy. These principles were implemented in two educational book chapters on lyric poems by A. Pushkin and M. Lermontov. The Wilcoxon signed-rank test conducted upon the results before and after the intervention revealed that the control group showed no significant changes, whereas the final results of the experimental group revealed significant
(p < .001) increases in the level of the assessed aspects of creative interaction: description of one’s impression, interpretative opinion, lyric plot, experiences of
the lyric hero, and figurative language.
Conclusion. Building the learning process on the psychodidactic principles mentioned above, as well as working with educational books based upon these
principles, is effective in developing teenagers’ creative interaction with lyric poems, turning the reading of poetry into a valuable experience. |
| first_indexed | 2024-12-23T10:45:34Z |
| format | Article |
| id | doaj.art-b435bcfcd2384db1bd59e585f0f6f2af |
| institution | Directory Open Access Journal |
| issn | 2074-6857 2307-2202 |
| language | English |
| last_indexed | 2024-12-23T10:45:34Z |
| publishDate | 2019-12-01 |
| publisher | M.V. Lomonosov Moscow State University |
| record_format | Article |
| series | Psychology in Russia: State of Art |
| spelling | doaj.art-b435bcfcd2384db1bd59e585f0f6f2af2022-12-21T17:50:02ZengM.V. Lomonosov Moscow State UniversityPsychology in Russia: State of Art2074-68572307-22022019-12-0112413514710.11621/pir.2019.0408The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric PoemsKsenia V. Mironova0Psychological Institute of the Russian Academy of Education, Moscow, RussiaBackground. Although lyric poetry contains enormous opportunities for personal development of teenagers, expanding the scope of aesthetic experiences available to them, students often respond to it with hostility, for it is rather hard for them to comprehend. While much prior research has stressed the importance of teaching poetry to adolescents, the psychodidactic foundations of developing their creative interaction with lyric poetry and the role of textbooks in this process remain virtually unexplored. Objective. To examine the psychodidactic foundations of developing teenagers’ creative interaction with lyric poetry: the relevant principles and their implementation in an educational book of a new — psychodidactic — type, which determines the strategy and tactics of the joint study activity modeled in it. Design. A teaching intervention was conducted, which included whole-class discussions of the poems and work with educational books based on psychodidactic principles. Participants were 311 6th-8th grade students from four Moscow secondary schools. Results. The principle of open individuality was singled out as the basic one and was elaborated in four interrelated sub-principles: wholeness, polylogy, multidimensionality, and value hierarchy. These principles were implemented in two educational book chapters on lyric poems by A. Pushkin and M. Lermontov. The Wilcoxon signed-rank test conducted upon the results before and after the intervention revealed that the control group showed no significant changes, whereas the final results of the experimental group revealed significant (p < .001) increases in the level of the assessed aspects of creative interaction: description of one’s impression, interpretative opinion, lyric plot, experiences of the lyric hero, and figurative language. Conclusion. Building the learning process on the psychodidactic principles mentioned above, as well as working with educational books based upon these principles, is effective in developing teenagers’ creative interaction with lyric poems, turning the reading of poetry into a valuable experience.http://psychologyinrussia.com/volumes/pdf/2019_4/Psychology_4_2019_135-147_Mironova.pdfcreative interactionpsychodidactic principlesopen individualitylyric poetryteenagers |
| spellingShingle | Ksenia V. Mironova The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems Psychology in Russia: State of Art creative interaction psychodidactic principles open individuality lyric poetry teenagers |
| title | The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems |
| title_full | The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems |
| title_fullStr | The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems |
| title_full_unstemmed | The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems |
| title_short | The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems |
| title_sort | principle of open individuality as a basis for teenagers creative interaction with lyric poems |
| topic | creative interaction psychodidactic principles open individuality lyric poetry teenagers |
| url | http://psychologyinrussia.com/volumes/pdf/2019_4/Psychology_4_2019_135-147_Mironova.pdf |
| work_keys_str_mv | AT kseniavmironova theprincipleofopenindividualityasabasisforteenagerscreativeinteractionwithlyricpoems AT kseniavmironova principleofopenindividualityasabasisforteenagerscreativeinteractionwithlyricpoems |