심미적 감성 역량 함양을 위한 영시 읽기: 워즈워스의 「마이클」을 중심으로
Reading English Poetry for Cultivating Aesthetic Sensitivity Competency: Focusing on William Wordsworth’s “Michael”
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This paper explores the pedagogical potential of using William Wordsworth’s “Michael” to teach students about sympathy, imagination, and cultural understanding for the purpose of cultivating “Aesthetic Sensitivity Competency” in the English classroom. As delineated in the 2022 Revised Curriculum, this competency entails the capacity to appreciate life through understanding human experiences with a cultural sensibility, particularly emphasizing sympathy. This paper analyzes how the speaker in the poem, despite only knowing Michael through a tale interwoven with a straggling heap of unhewn stones, demonstrates a sympathetic understanding of him and, by extension, contemplates human life. It is with the role of narrative imagination that the speaker can reinterpret Michael’s story from different viewpoints encompassing the villagers, Isabel, and Michael himself. Students engage with the poem by sequentially considering each viewpoint, allowing them to progressively expand their capacity for sympathy and interpret diverse emotions and perspectives. Through this process, “Michael” offers valuable insights into how students can contemplate the human mind and life itself by reading and interacting with poetry.
Abstract
This paper explores the pedagogical potential of using William Wordsworth’s “Michael” to teach students about sympathy, imagination, and cultural understanding for the purpose of cultivating “Aesthetic Sensitivity Competency” in the English classroom. As delineated in the 2022 Revised Curriculum, this competency entails the capacity to appreciate life through understanding human experiences with a cultural sensibility, particularly emphasizing sympathy. This paper analyzes how the speaker in the poem, despite only knowing Michael through a tale interwoven with a straggling heap of unhewn stones, demonstrates a sympathetic understanding of him and, by extension, contemplates human life. It is with the role of narrative imagination that the speaker can reinterpret Michael’s story from different viewpoints encompassing the villagers, Isabel, and Michael himself. Students engage with the poem by sequentially considering each viewpoint, allowing them to progressively expand their capacity for sympathy and interpret diverse emotions and perspectives. Through this process, “Michael” offers valuable insights into how students can contemplate the human mind and life itself by reading and interacting with poetry.
참고문헌 (31)
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