Beatnik Poetry YouTube Literary Blended Lesson

Author Information
Author(s): 
Erik Bean, Ed.D., Associate Professor of Humanities, American Public University
Institution(s) or Organization(s) Where EP Occurred: 
Baker College, Michigan
Institution(s) or Organization(s) Where EP Occurred: 
North Kansas City Public Schools
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

Peer Reviewed from submission on May 7, 2014. Whether one has an ESL or traditional English classroom, the ability for students to comprehend information visually is seen largely in the authenticity of videos, authenticity that can be more readily understood (particularly globally) about any given subject than just necessarily reading about it (Mayora, 2010). This authenticity does not preclude quality writing and the details that writing, reading, and listening comprehension offer. The Beatniks of the 1960s openly embraced poetry, a complement to folk music and a new found societal liberation. Just the thought of these melodramatic poetry sessions conjure the sounds of bongos echoing the sentiments of the poetry reader while the audience carefully pontificates and endorses the meaning of every word and phrase. Fast forward to the 21st Century and technical advances in social networks. Now poets can spread their creative message via video and can engage their audience through electronic discussions. The purpose of this blended learning poetry lesson is to strengthen creative writing and rhetoric analysis skills using video, and collaborating on its style and figurative language. In this lesson plan your class will: 1). Divide into teams of four or five students, 2). Choose a poetry style and write a poem based on a contemporary issue that meets the poetry guidelines, 3). Recite the final poem while it is videotaped, 4). Have their video recital uploaded to a safe class YouTube channel, 5). Participate in a collaborative YouTube poetry critique discussion to judge the poem's creativity and whether it meets the required syntax style, and finally 6). Students will be encouraged to identify figurative language and other rhetorical styles such as ethos, pathos, and logos. The preliminary results indicate a high level of participation and effective collaboration with several poetry and writing learning outcomes satisfied.

Description of the Effective Practice
Description of the Effective Practice: 

The YouTube Beatnik Poetry lesson offers students an effective method to engage, study, and collaborate about poetry pedagogy while satisfying a number of writing, syntax, and rhetorical methods.

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

Beatnik Poetry YouTube Literary Blended Lesson was first tested with college students and then later in secondary students. Complete lesson plans with real class URL examples are available via http://www.amazon.com/Writing-YouTube-Facebook-NaNoWriMo-CreateSpace/dp/...

How does this practice relate to pillars?: 

This lesson satisfies both learning effectiveness and student satisfaction since students volunteer to participate and see the assignment through poetry creation, YouTube videotaping, and collaboration with evidence of learning online.

Equipment necessary to implement Effective Practice: 

laptop, smartphone or video camera.

Estimate the probable costs associated with this practice: 

No cost other than time. But for more advanced editing costs could go to $99.00 per software package for the school.

References, supporting documents: 

Adobe Systems, Incorporated. (2014). Abode Premiere Elements 12/tech specs. Retrieved from http://www.adobe.com/products/premiere-elements/tech-specs.html
Academy of American Poets (2013). Poetic forms & techniques. Retrieved from
http://www.poets.org/poetsorg/text/poetic-forms-techniques
Academy of American Poets (2013). Poetic form: Limerick. Retrieved from
http://www.poets.org/poetsorg/text/poetic-form-limerick
Angelou, M. (2014). Maya Angelow globel renaissance woman Retrieved from http://mayaangelou.com/

Famous Poets and Poems. (2006). Famous poets and poems, A to Z. Retrieved from http://famouspoetsandpoems.com/poets.html
Google. (2014). Create_channel. Retrieved from https://www.youtube.com/create_channel

Google. (2014). Educate, engage, and inspire your students with video! Retrieved from
https://www.youtube.com/schools

Google. (2014). Up up and away – Long videos for more users. Retrieved from http://youtube-global.blogspot.com/2010/12/up-up-and-away-long-videos-fo...
Google. (2014). YouTube community guidelines. Retrieved from https://www.youtube.com/t/community_guidelines
Griffin, M. (1982). Maya Angelou Interview (Merv Griffin Show 1982). https://www.youtube.com/watch?v=pFSjC6D5j5U
Long River Review. (2010). A brief history of poetry reading. Retrieved from

http://longriverreview.com/blog/2010/a-brief-history-of-poetry-readings/

Mayora, C. (2010). Using YouTube to encourage authentic writing in EFL classrooms, TESL Reporter, 42(1), 1-12.
TheMothMagazine.com (2014). Ballymaloe International Poetry Prize. Retrieved from
http://www.themothmagazine.com/a1-page.asp?page=10
Mullen, L. (2011). How to persuade-With ethos, pathos, or logos? Retrieved from http://chronicle.com/blogs/profhacker/how-to-persuade-with-ethos-pathos-...
Page, J. (2012). Interview with Maya Angelou. Retrieved from https://www.youtube.com/watch?v=hSY7PokqMXk

Contact(s) for this Effective Practice
Effective Practice Contact: 
Erik Bean, Ed.D.
Email this contact: 
profbean@gmail.com