Scholarship & Research
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Item Sensory awareness, mental imagery, and the tenth grade poet(Montana State University - Bozeman, 1978) Amole, Irene OlsonItem Teaching poetry in high school(Montana State University - Bozeman, 1973) Foley, Edward MichaelItem The history, dynamics, values, and limitations of poetry therapy(Montana State University - Bozeman, 1974) Franks, William ClydeItem Poetry in the elementary school language arts program(Montana State University - Bozeman, 1961) Watson, Helena B.Item A book and myth(Montana State University - Bozeman, College of Arts & Architecture, 1973) Stifft, Barbara EileenMy ideas are evoked by landscapes, combinations of what I . see, feel, know consciously and subconsciously. I learned logic and rationality as one learns a foreign language. My native tongue is. intuitive emotional inner-feeling. These drawings come from both. I see objects, extensions of objects, their skelectal essence, their connections, growth, history and movement. Each is an aspect of reality, combinations of several evoke reality. Art is never reality, perhaps ones responses are.Item Modernism's tragic end : T.S. Eliot's long labor with the negative(Montana State University - Bozeman, College of Letters & Science, 2001) Maxwell, James BowerItem Towards the poetics of the immediate experince(Montana State University - Bozeman, College of Arts & Architecture, 2010) Pope, Jaric Ross; Chairperson, Graduate Committee: Zuzanna KarczewskaThe title of this thesis is 'Towards the Poetics of the Immediate Experience' because that should be the quest in attempting to embrace a process-relational worldview. In an attempting to create things we should embrace poetry because it begins to tap into our basic transcendental and mysterious way of experiencing the world. Our immediate and poetic experiences of the world are not only the beginnings of knowledge and reason, but by embracing poetry, we are also embracing a metaphysical and spiritual quality to the work. This pure way, which allows us to both create, experience, and know the world poetically is crucial to understanding a reality that is determined in each moment of 'becoming' and 'perishing' by what is in essence 'feelings'. By 'feeling' nature in its constant and flowing state of 'becoming' and 'perishing' we can begin to understand the 'true' nature of reality. The worldview that supports the universe as constantly in a state of 'becoming' and 'perishing', and interconnected is from process-relational thought. Acknowledging everything as determined by 'feelings', or what we as humans perceive as emotions, which are the true components of our poetic knowledge and found in our basic intuition, leads us to desire an architecture that is truly poetic and spiritual by evoking emotions from the dynamic changes found in nature.Item Trapped between graffiti'd walls and sidewalk borders : resistance, insistence and changing the shape of things(Montana State University - Bozeman, College of Letters & Science, 2006) Rohde-Finnicum, Robyn Renee; Chairperson, Graduate Committee: Michael BeehlerBeat poetics, specifically exemplified by Lawrence Ferlinghetti and Alan Ginsberg, offer a political aesthetic voice of dissent within both the cannon and the nation. Creating their own fold of heterogeneity, these poets base their critique of the Western Enlightenment technocratic and logocentric philosophic tradition upon a performance of marginality. Separating themselves from this way of being in the world, Ferlinghetti and Ginsberg use American institutions and industries as metaphors for a Moloch-like system of imprisoning and/or destroying individuality and excess, sacrificing difference--political, aesthetic, mystical and spiritual ways of knowing and operating in the world--in the name of efficiency and progress. In this strategy of dissent, however, the Beats set up a system of dividing authentic ways of participating in the dominant national sphere from inauthentic participation in a manner that may potentially trap meaningful dissent within the graffti'd walls and sidewalk borders of marginality.Item The impact of infusing science poetry into the biology curriculum(Montana State University - Bozeman, Graduate School, 2012) Colfax, Erin; Chairperson, Graduate Committee: Peggy Taylor.As concrete as science is, it is a subject matter that is often difficult to understand because of the multifaceted concepts and technical vocabulary that is deeply rooted in the essence of the subject matter. Frequently, advanced science is studied in a closed environment where access to experiences is limited. This lack of accessibility forces a need for a more tangible means to help learners develop and anchor theoretical constructs. The use of poetry in the science classroom may be one such way to inform, engage and enhance students' understanding of abstract and complex scientific concepts. The descriptive techniques that are shared by science and poetry allow for creative, critical, and metaphoric thinking. Public high school honors biology students from Morristown High School were enrolled as participants in this study. This study was two-fold; Part I focused on determining the impact of infusing science poetry into the biology curriculum. Results were analyzed using a Two-Tailed Independent t-Test at alpha=.05. Part II focused on the use of scientific poetic response as a summative assessment method to replace the traditional essay assessment. Results were assessed using a study-specific rubric and a Two-tailed Dependent t-Test for Paired Samples that compared each student's mean essay scores to their mean poetry scores at alpha=.05. Also, Pearson's Correlation Coefficient (r) was utilized to establish any relationship between essays and poetic response assessments. This research demonstrated that there are some intersections and interactions across science and poetry that may assist students in comprehension of difficult abstract scientific material. Science poetry appears to be a tangible means to help learners develop and anchor theoretical constructs. The use of poetry in the biology classroom can inform, engage and enhance some students' understanding of abstract/complex scientific theories, concepts, and technical vocabulary. Offering learners an opportunity to reveal their understanding of complex biological concepts through scientific poetic response may just in fact be the much-needed scientific conceptual metacognitive summative assessment that many students and teachers have come to need. It is recommended that future research be conducted with a larger and more diverse population to further confirm affirmation of this study.