지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The concept of rhythm and the elements that form a rhythm are the basic learning contents in the education of poetry. This study considers rhythm from a broader viewpoint that it is ‘sound tissue’, beyond the narrow opinion that rhythm is only synthesis of rhyme and meter, and examines the elements that form rhythm from the three aspects of the repetitive element, the syntactic element, and the denotational element.
Learning these three elements in poetry class is for understanding the intrinsic properties of poetry and for enjoying the beauty of poetry. To achieve this intrinsic purpose, the educational content of the poetry rhythm class must be clear and suited to the level of the learner.
If education on rhythm is to be conducted so as to enable the learner to experience the beauty of poetic language, an adequate hierarchy of the education contents is necessary. Poetry rhythm education must be organized in a way that suits the level of the learner by considering not just the difficulty of the poem but also the elements forming the rhythm. Although the repetitive element and denotational element are explicitly revealed in the poem, the syntactic element has the characteristic of being internal and abstract because its interpretive method creates connotative meaning. Therefore, in poems where the syntactic element is prominent, analysis and learning would be more effective to apply them to the level of high school students whose thoughts have more maturity.
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