Earticle

This teaching-learning process is an example of an actual poetry class in middle schools, considering how to make students interpret poetry for themselves, how to make them understand the organic relationship between each element of poetry and its formation, and how to share aesthetic experiences with them by poetry. For independent interpretation of poetry, this teaching-learning process focuses on the process of ‘story making’ by five W’s and one H. And its principal purpose is to make students interpret each poem for themselves guided by the questions of a teacher. Especially, it tries to overcome decreasing role of a teacher under the increasing importance of students’ participation in the class. And it is designed based on the criticism that teaching-learning processes of a literature class has been developed concentrating on reading activities. After making students interpret poetry primarily by the process of ‘story making,’ teachers lead them to accept poetic images and expressions related to its theme. Therefore, students can know that literary techniques are not just a theory but they are organically related to form a theme of poetry and thus they can experience their use and meaning. This experience is regarded as useful for students to understand the formation of poetry. Research on independent interpretation of poetry, literary techniques and themes results in aesthetic experiences which can make students feel the poetic emotions and be moved by them. The essential purpose of aesthetic experiences, which is different from other learning purposes of a Korean language class, is to get an artistic impression. Nonetheless, these experiences tend to be neglected during the class partly because they are possible only when teachers’ deep understanding and sympathy on poetry is successfully delivered to their students. However, a lot of interests and research from teachers should be needed because aesthetic experiences are the ultimate aim of literature classes including poetry. Introduction of this teaching-learning process aims at the materialization of actual classes and application based on it. However, research on teaching-learning process, sharing of experiences, etc. cannot help but have essential limitations. Because even if a certain model is applied to actual classes, teaching-learning method of each class should be adjusted each time according to the plan of a teacher, personality and ability of the teacher, the condition of students, etc. Therefore, it can be defined as the reality of professionality of a teacher.