Publication Date

Spring 4-13-2021

School

College of Arts and Sciences; School of Education

Major

English

Keywords

Poetry, Spoken Word, Spoken Word Poetry, Secondary Education, Classrooms, Education, Literacy, Fluency, Meaning-making, Multimodal, Poems, Written Word, Spoken Word, Audial Learning, Visual Learning, ELLs, English Language Learners, Standards of Learning, Florida, State of Florida, B.E.S.T. Standards, SOLs, Poetry Education, Epic Poetry, Modern Poetry, Slam Poetry, Performance Poetry

Disciplines

Adult and Continuing Education | Curriculum and Instruction | Educational Methods | Educational Technology | Literature in English, North America | Literature in English, North America, Ethnic and Cultural Minority | Modern Literature | Poetry | Secondary Education | Women's Studies

Abstract

Florida’s B.E.S.T. Standards, Florida’s most recent K-12 educational standards to promote literacy, lack the rising art of Spoken Word Poetry. However, Florida’s Department of Education should integrate Spoken Word into Florida’s Secondary curriculum. Spoken Word Poetry, by its definition, holds researched benefits that align with the B.E.S.T. Standard’s poetry recommendations and literacy-centered goals. In light of such benefits, Florida’s Department of Education should consider various Spoken Word poets and poems to include in Florida’s Secondary Curriculum, as well as explore the resources and integration methods included in this thesis for both teachers and students.

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