Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.

Tesis de grado que se propone mostrar los resultados de aplicar una clase con materiales artísticos como elemento de acercamiento cultural para fortalecer las habilidades de expresión oral y escrita en lengua inglesa en estudiantes de grado 11 del Liceo Femenino Mercedes Nariño a través de la implem...

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Autores:: Salazar Jaramillo, Rocío del Pilar
Espejo Malagon, Yeyson David

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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dc.title.eng.fl_str_mv	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
title	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
spellingShingle	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems. Educación basada en el lugar Poesía infantil Contexto rural Inglés como lengua extranjera
title_short	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
title_full	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
title_fullStr	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
title_full_unstemmed	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
title_sort	Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.
dc.creator.fl_str_mv	Salazar Jaramillo, Rocío del Pilar Espejo Malagon, Yeyson David
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.spa.fl_str_mv	Salazar Jaramillo, Rocío del Pilar Espejo Malagon, Yeyson David
dc.subject.spa.fl_str_mv	Educación basada en el lugar Poesía infantil Contexto rural Inglés como lengua extranjera
topic	Educación basada en el lugar Poesía infantil Contexto rural Inglés como lengua extranjera
description	Tesis de grado que se propone mostrar los resultados de aplicar una clase con materiales artísticos como elemento de acercamiento cultural para fortalecer las habilidades de expresión oral y escrita en lengua inglesa en estudiantes de grado 11 del Liceo Femenino Mercedes Nariño a través de la implementación de una clase basada en recursos artísticos, el conocimiento previo de los estudiantes, temas controversiales o de interés a nivel global, el pensamiento crítico y el aprendizaje basado en tareas. Este trabajo parte de la investigación teórica de los ejes temáticos, los cuales sustentan el diseño investigativo y metodológico que se analizan junto con la información recolectada por medio de las entrevistas y diarios de campo. Como conclusión se observa que la expresión oral y escrita, así como la motivación pueden ser mejoradas a partir de la utilización de recursos artísticos como pintura, música y comics para acercar a las estudiantes culturalmente a los temas propuestos, también por medio de expresiones artísticas las estudiantes son capaces de lograr un nivel de expresión avanzado usando el arte como base de su argumentación, contextualizando y dando valor cultural a lo aprendido.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2017-07-05T21:13:39Z 2017-12-12T22:03:45Z
dc.date.available.none.fl_str_mv	2017-07-05T21:13:39Z 2017-12-12T22:03:45Z
dc.date.issued.none.fl_str_mv	2017
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía – Pregrado
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dc.identifier.other.spa.fl_str_mv	TE-20592
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dc.relation.references.spa.fl_str_mv	Acero, V. O., Javier, E., & Castro, H. (2000). Principles and strategies of teaching. Manila, Philippines: Rex Bookstore Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2) Andrew, M. and Orme, D. (1990). The second poetry kit. 1st ed. London: Thornes Benton, M. (1978). Poetry for children: a neglected art. Children's literature in education, 9(3), pp.111-126 Bishop, S. (2003). A sense of place. In: R. Brooke, ed., Rural Voices place-conscious education and the teaching of writing, 1st ed. New York: Robert Brooke, pp.67-68. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3), pp.369-398. Acero, V. O., Javier, E., & Castro, H. (2000). Principles and strategies of teaching. Manila, Philippines: Rex Bookstore. Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2) Andrew, M. and Orme, D. (1990). The second poetry kit. 1st ed. London: Thornes. Benton, M. (1978). Poetry for children: a neglected art. Children's literature in education, 9(3), pp.111-126. Bishop, S. (2003). A sense of place. In: R. Brooke, ed., Rural Voices place-conscious education and the teaching of writing, 1st ed. New York: Robert Brooke, pp.67-68 Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3), pp.369-398. Brooke, R. (2003). Rural voices. 1st ed. New York: Teachers College Press. Bangert, S. and Brooke, R. (2003). Inviting children into community: Growing readers and writers in Elementary School. In: R. Brooke, ed., Rural voices Place conscious Education and the teaching of writing, 1st ed. New York: Robert Brooke, pp.23-43. Brown, H. (1994). Principles of language learning and teaching. 3 rd edition. New Jersey: Prentice Hall Regents. Burgess, R. (1989). In the field. 1st ed. London: Unwin Hyman. Burns, A. (1999) Collaborative Action Research for English Language Teachers.1st ed. Cambridge: Cambridge University Press. Burns, A. (2010). Doing action research in English language teaching. 1st ed. New York: Routledge. Callaghan, M., Knapp, P. and Noble, G. (1993). Genre in practice. In: B. Cope and M. Kalantzis, ed., A Genre Approach to Teaching Writing. London and Bristol, 1st ed. Hoboken: Taylor and Francis. Canagarajah, A. (2006). TESOL at Forty: What Are the Issues?. TESOL Quarterly, 40(1), p.9 Cárdenas, M. L. (2006, September). Bilingual Colombia: Are we ready for it? What is needed? In 19th Annual EA Education Conference. Chala, P. A. (2011). Going beyond the linguistic and the textual in argumentative essay writing: A critical approach. Unpublished master’s thesis). Universidad Pedagógica Nacional, Bogotá. Chala, P. and Chapetón, C. (2012). "EFL argumentative essay writing as a situated-social practice: A review of concepts". Folios, 1(36), pp.23-36. Chapetón, M., & Jennifer, D. (2015). Getting the Picture of Iconography:An innovative way to teach English to young learners. Bogotá: Editorial Aula de Humanidades. Chapetón, M., & Parrado, E. (2008). Clapping Time (3, 4, 5). Bogota: Editorial Norma. Chapetón, M. “The language domain”. Teaching English to young learners. Universidad Pedagógica Nacional. 2016. Clark, D. (2008). Learning to make choices for the future: Connecting public lands, schools, and communities through place-based learning and civic engagement. Center for Placebased Learning and Community Engagement. Collie, J. & Slater, S. (1987). Literature in the language classroom: a resource book of ideas and activities. Cambridge: Cambridge University Press. Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141–148 Corbett, P. (2008). Good writers. The National Strategies-Primary. Corbett, Pie and Morgan, Gaby. (2012): A First Poetry Book. Macmillan Publisher limited, Corbin, J., & Strauss, A. (1990). Basics of Qualitative Research. Grounded theory Procedures and Techniques. London: Sage. Craig, D. V. (2009). Action research essentials (Vol. 11). John Wiley & Sons. Cuevas Farfán, M. (2014). Construcción del espacio rural: una mirada a la experiencia perceptiva de niños y adolescentes. Denzin N., & Lincoln Y. (2011) The SAGE handbook of qualitative research, United States: Sage publications Inc. Dewey, J. (1929). The later works: How we think. Southern Illinois. field settings. Skokie: Rand McNally College Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration and processing. Mahwah, NJ: Lawrence Erlbaum Associates. Farokhi, M., & Hashemi, M. (2011). The analysis of children's drawings: social, emotional, physical, and psychol Fisher, R., & Williams, M. (2014). Unlocking literacy: A guide for teachers. David Fulton Publishers. Fortune, J. (2012). The forbidden fruit: using the mother tongue in a Bogota university EFL programme. Colombian Applied Linguistics Journal, 14(2), p.70. Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. Routledge. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. Psychology Press. Graham, C. (1992) Prentuce-Hall, Inc. “singing, chanting, telling tales, arts in the language classroom” (Pp. 3, 43) Graham, C. (2006). Teaching Jazz Chants to Young Learners (Manual and ResourceGuide for Teacher). Washington, DC. Gruenewald D. and Smith A. (2008). Place-Based Education in the Global Age: Local Diversity. Lawrence Erlbaum Associates. Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-based education in the global age: Local diversity. Routledge. Sobel, D. (2004). Place-based education: Connecting classroom and community. Nature and Listening, 4. Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. Hajdusiewicz, B. B. (1998). More! Phonics Through Poetry: Teaching Phoenemic Awareness Using Poetry. Good Year Books. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164. Huairou Commission and UN-Habitat 2004. Local to local dialogue: a grassroots women’s perspective on good governance. Urban governance toolkit series. UN-Habitat, Nairobi Hughes, T. (1998). Anthology by heart. London: Faber. Johnson, B., & Christensen, L. (2004). Educational Research. Quantitative, Qualitative, and Mixed Approaches. Boston: Pearson. Judson, G. (2010). A new approach to ecological education: Engaging students’ imaginations in their world. New York: Peter Lang. Kemmis, S., & McTaggart, R. (1998). The nature of action research. the action research planner. Kostelnik, M., Whiren, A., Soderman, A., Rupiper, M. L., & Gregory, K. (2015). Guiding children's social development and learning (8th edn.). Stamford, United States: Cengage Learning. Lave, J. (1991). Situating learning in communities of practice. Perspectives on socially shared cognition. Lundahl, Merrilyne. (2011) “Teaching Where We Are: Place-Based Language Arts.” English Journal 100.3 (2011): 44–48. Web. NCTE Online. 20 December 2013. Marsh, D. (Ed.). (1999). Implementing content and language integrated learning: A researchdriven TIE-CLIL foundation course reader. TIE-CLIL. Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan Moulton, J. (2001). Improving education in rural areas: Guidance for rural development specialists. For Charles Maguire: The World Bank. Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415-437. Norman, E. S. (n.d) Place Based Education Action Research Project. Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany, NY: State University of New York. Paltridge, B. (2001). Genre and the language learning classroom. University of Michigan Press. Peña Càrdenas, A. (2016). Integrating Language and Content in first grade in a colombian school Rachel, R. (2010, january). elt-resourceful. Retrieved august 2016, from https://eltresourceful.com/ Ríos, M. G. Z. La literacidad crítica y el desarrollo de habilidades de lectoescritura en textos académicos en la universidad. Rodriguez, R. (2011). Lecturer and student perceptions on CLIL at a spanish university. Ruíz, N. (2003). Kid watching and the development of children as writers. Universidad Distrital Francisco José de Caldas, profile. Scannell, L., & Gifford, R. (2010). Defining place attachment: A tripartite organizing framework. Journal of environmental psychology, 30(1), 1-10 Serrano, J. (2007). Educación y neoliberalismo: el caso de la educación básica rural en Colombia (1990-2002). Unpublished Master’s thesis). Pontificia Universidad Javeriana, Bogotá. Sharkey, J. (2012). Community-based pedagogies and literacies in language teacher education: Promising beginnings, intriguing challenges. Íkala, revista de lenguaje y cultura, 17(1), 9-13. Sharkey, J., & Clavijo-Olarte, A. (2012). Community-based pedagogies: Projects and possibilities in Colombia and the US. Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for 21st century schools. Lantham, MD: Rowman and Littlefield. Smith, Gregory. (2002). “Place-Based Education: Learning to Be Where We Are.” Phi Delta Kappan 83:584–93. Shor, I., & Freire, P. (1987). A pedagogy for liberation. South Hadley, MA: Bergin & Garvey, 10. Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education (No. 1). Orion Society. Sobel, D. (2004). Place-based education: Connecting classroom and community. Nature and Listening, 4. Sobel, D. (2012). Look, don’t touch–The problem with environmental education. Orion Somerville, M., & Potts, M. (2013). Place-based Education for Sustainability in Gippsland Schools: A Report for Participating Schools and the Wider School Communities in Australia about the Implementation of Place-based Sustainability Curriculum : March 2013. Sydney: University of Western. Spiro, J. (2004). Creative poetry writing. Oxford University Press Understandings of lteracy [Internet]. 1st ed. 2016 [cited 12 September 2016]. Available from: http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf Watts, A. (2016). Exploring Poetry with Young Children: Sharing and Creating Poems in the Early Years. Routledge. Wilhelm, B. (2003). “Common Threads” A writing Curriculum Centered in our place. Teachers College, Columbia university. New York and London. Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation: Results from PISA 2000. Publications de l'OCDE Wilkinson, S. (2004). Focus group research. In D. Silverman (ed.), Qualitative research: Theory, method, and practice (pp. 177–199). Thousand Oaks, CA: Sage. Wilkinson, S. (2004). Focus groups: A feminist method. In S.N. Hesse-Biber & M.L. Yaiser (eds.), Feminist perspectives on social research (pp. 271–295). New York: Oxford University Press. Wray, D., & Lewis, M. (1997). Extending literacy: Children reading and writing non-fiction. London: Routledge. Yoxall, Janice (1998) The development of young children’s understanding of poetry. Masters thesis, Durham University
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spelling	Montaño Moreno, JohannaSalazar Jaramillo, Rocío del PilarEspejo Malagon, Yeyson David2017-07-05T21:13:39Z2017-12-12T22:03:45Z2017-07-05T21:13:39Z2017-12-12T22:03:45Z2017TE-20592http://hdl.handle.net/20.500.12209/3178instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Tesis de grado que se propone mostrar los resultados de aplicar una clase con materiales artísticos como elemento de acercamiento cultural para fortalecer las habilidades de expresión oral y escrita en lengua inglesa en estudiantes de grado 11 del Liceo Femenino Mercedes Nariño a través de la implementación de una clase basada en recursos artísticos, el conocimiento previo de los estudiantes, temas controversiales o de interés a nivel global, el pensamiento crítico y el aprendizaje basado en tareas. Este trabajo parte de la investigación teórica de los ejes temáticos, los cuales sustentan el diseño investigativo y metodológico que se analizan junto con la información recolectada por medio de las entrevistas y diarios de campo. Como conclusión se observa que la expresión oral y escrita, así como la motivación pueden ser mejoradas a partir de la utilización de recursos artísticos como pintura, música y comics para acercar a las estudiantes culturalmente a los temas propuestos, también por medio de expresiones artísticas las estudiantes son capaces de lograr un nivel de expresión avanzado usando el arte como base de su argumentación, contextualizando y dando valor cultural a lo aprendido.Submitted by Arnold Avila (aavila@pedagogica.edu.co) on 2017-06-16T16:59:08Z No. of bitstreams: 1 TE-20592.pdf: 3131834 bytes, checksum: 4e380c0cf83737ab609bd2b54cecb5c4 (MD5)Approved for entry into archive by Alejandro Guzman (laguzmany@pedagogica.edu.co) on 2017-07-05T21:13:39Z (GMT) No. of bitstreams: 1 TE-20592.pdf: 3131834 bytes, checksum: 4e380c0cf83737ab609bd2b54cecb5c4 (MD5)Made available in DSpace on 2017-07-05T21:13:39Z (GMT). No. of bitstreams: 1 TE-20592.pdf: 3131834 bytes, checksum: 4e380c0cf83737ab609bd2b54cecb5c4 (MD5) Previous issue date: 2017Made available in DSpace on 2017-12-12T22:03:45Z (GMT). No. of bitstreams: 1 TE-20592.pdf: 3131834 bytes, checksum: 4e380c0cf83737ab609bd2b54cecb5c4 (MD5) Previous issue date: 2017Licenciado en Español e InglésTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalEducación basada en el lugarPoesía infantilContexto ruralInglés como lengua extranjeraTeaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAcero, V. O., Javier, E., & Castro, H. (2000). Principles and strategies of teaching. Manila, Philippines: Rex BookstoreAhn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2)Andrew, M. and Orme, D. (1990). The second poetry kit. 1st ed. London: ThornesBenton, M. (1978). Poetry for children: a neglected art. Children's literature in education, 9(3), pp.111-126Bishop, S. (2003). A sense of place. In: R. Brooke, ed., Rural Voices place-conscious education and the teaching of writing, 1st ed. New York: Robert Brooke, pp.67-68.Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3), pp.369-398.Acero, V. O., Javier, E., & Castro, H. (2000). Principles and strategies of teaching. Manila, Philippines: Rex Bookstore.Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2)Andrew, M. and Orme, D. (1990). The second poetry kit. 1st ed. London: Thornes.Benton, M. (1978). Poetry for children: a neglected art. Children's literature in education, 9(3), pp.111-126.Bishop, S. (2003). A sense of place. In: R. Brooke, ed., Rural Voices place-conscious education and the teaching of writing, 1st ed. New York: Robert Brooke, pp.67-68Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3), pp.369-398.Brooke, R. (2003). Rural voices. 1st ed. New York: Teachers College Press.Bangert, S. and Brooke, R. (2003). Inviting children into community: Growing readers and writers in Elementary School. In: R. Brooke, ed., Rural voices Place conscious Education and the teaching of writing, 1st ed. New York: Robert Brooke, pp.23-43.Brown, H. (1994). Principles of language learning and teaching. 3 rd edition. New Jersey: Prentice Hall Regents.Burgess, R. (1989). In the field. 1st ed. London: Unwin Hyman.Burns, A. (1999) Collaborative Action Research for English Language Teachers.1st ed. Cambridge: Cambridge University Press.Burns, A. (2010). Doing action research in English language teaching. 1st ed. New York: Routledge.Callaghan, M., Knapp, P. and Noble, G. (1993). Genre in practice. In: B. Cope and M. Kalantzis, ed., A Genre Approach to Teaching Writing. London and Bristol, 1st ed. Hoboken: Taylor and Francis.Canagarajah, A. (2006). TESOL at Forty: What Are the Issues?. TESOL Quarterly, 40(1), p.9Cárdenas, M. L. (2006, September). Bilingual Colombia: Are we ready for it? What is needed? In 19th Annual EA Education Conference.Chala, P. A. (2011). Going beyond the linguistic and the textual in argumentative essay writing: A critical approach. Unpublished master’s thesis). Universidad Pedagógica Nacional, Bogotá.Chala, P. and Chapetón, C. (2012). "EFL argumentative essay writing as a situated-social practice: A review of concepts". Folios, 1(36), pp.23-36.Chapetón, M., & Jennifer, D. (2015). Getting the Picture of Iconography:An innovative way to teach English to young learners. Bogotá: Editorial Aula de Humanidades.Chapetón, M., & Parrado, E. (2008). Clapping Time (3, 4, 5). Bogota: Editorial Norma.Chapetón, M. “The language domain”. Teaching English to young learners. Universidad Pedagógica Nacional. 2016.Clark, D. (2008). Learning to make choices for the future: Connecting public lands, schools, and communities through place-based learning and civic engagement. Center for Placebased Learning and Community Engagement.Collie, J. & Slater, S. (1987). Literature in the language classroom: a resource book of ideas and activities. Cambridge: Cambridge University Press.Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141–148Corbett, P. (2008). Good writers. The National Strategies-Primary.Corbett, Pie and Morgan, Gaby. (2012): A First Poetry Book. Macmillan Publisher limited,Corbin, J., & Strauss, A. (1990). Basics of Qualitative Research. Grounded theory Procedures and Techniques. London: Sage.Craig, D. V. (2009). Action research essentials (Vol. 11). John Wiley & Sons.Cuevas Farfán, M. (2014). Construcción del espacio rural: una mirada a la experiencia perceptiva de niños y adolescentes.Denzin N., & Lincoln Y. (2011) The SAGE handbook of qualitative research, United States: Sage publications Inc.Dewey, J. (1929). The later works: How we think. Southern Illinois. field settings. Skokie: Rand McNally CollegeDörnyei, Z. (2003). Questionnaires in second language research: Construction, administration and processing. Mahwah, NJ: Lawrence Erlbaum Associates.Farokhi, M., & Hashemi, M. (2011). 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Masters thesis, Durham UniversityORIGINALTE-20592.pdfapplication/pdf3131834http://repository.pedagogica.edu.co/bitstream/20.500.12209/3178/1/TE-20592.pdf4e380c0cf83737ab609bd2b54cecb5c4MD51THUMBNAILTE-20592.pdf.jpgTE-20592.pdf.jpgIM Thumbnailimage/jpeg5115http://repository.pedagogica.edu.co/bitstream/20.500.12209/3178/2/TE-20592.pdf.jpg00dd504903c4f21e162be0b9ae6f95a9MD5220.500.12209/3178oai:repository.pedagogica.edu.co:20.500.12209/31782023-07-25 11:32:16.89Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co

Teaching EFL in a rural context through Place Based Education : expressing our place experiences through short poems.

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