{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/61131"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/61131","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Full-contact poetry","abstract":"Full-Contact Poetry is a digital play space for children's poetic expression. It is a software environment in which children can express their poetic thoughts, create their interpretations of writing by others and also share these expressions. The environment combines ideas from literary theory and analysis with constructionism to extend tools for poetic expression. Children can experience poetry by playing with words as objects, experimenting with typographic effects, moving words through space and navigating into and through the text, while also being able to incorporate and reconfigure sound and image. In this thesis, I first describe the Full-Contact Poetry environment then continue with a discussion of a workshop I led for six weeks with a small group of teenagers from Boston. The workshop raised many important issues that fall under the interconnected themes of: finding a voice, creating a language and negotiating context. The experience required negotiations at many levels from our small group. Each member needed to find an individual voice both as part of the group and as a poet. As a group, we needed to develop a language with which we could discuss the work that we were creating since the traditional language regarding poetry, or even workshops, did not quite apply. Finally, we were faced with new contexts. The workshop setting encouraged a classroom feeling, yet it was not a classroom. We were working with technology, but not in the way the children were accustomed-likewise with poetry. The thesis explores the challenges of facilitating an environment to support children's expression and the role that personal models play in shaping that environment.","abstract_html":"Full-Contact Poetry is a digital play space for children's poetic expression. It is a software environment in which children can express their poetic thoughts, create their interpretations of writing by others and also share these expressions. The environment combines ideas from literary theory and analysis with constructionism to extend tools for poetic expression. Children can experience poetry by playing with words as objects, experimenting with typographic effects, moving words through space and navigating into and through the text, while also being able to incorporate and reconfigure sound and image. In this thesis, I first describe the Full-Contact Poetry environment then continue with a discussion of a workshop I led for six weeks with a small group of teenagers from Boston. The workshop raised many important issues that fall under the interconnected themes of: finding a voice, creating a language and negotiating context. The experience required negotiations at many levels from our small group. Each member needed to find an individual voice both as part of the group and as a poet. As a group, we needed to develop a language with which we could discuss the work that we were creating since the traditional language regarding poetry, or even workshops, did not quite apply. Finally, we were faced with new contexts. The workshop setting encouraged a classroom feeling, yet it was not a classroom. We were working with technology, but not in the way the children were accustomed-likewise with poetry. The thesis explores the challenges of facilitating an environment to support children's expression and the role that personal models play in shaping that environment.","abstract_has_math":false,"creators":["Basu, Anindita, 1978-"],"institution":"Massachusetts Institute of Technology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Massachusetts Institute of Technology. Dept. of Architecture. Program In Media Arts and Sciences.","school":null,"contributors":[],"advisors":["David Cavallo."],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:21:12Z","subjects":["Architecture. Program In Media Arts and Sciences."],"languages":["eng"],"rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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It is a software environment in which children can express their poetic thoughts, create their interpretations of writing by others and also share these expressions. The environment combines ideas from literary theory and analysis with constructionism to extend tools for poetic expression. Children can experience poetry by playing with words as objects, experimenting with typographic effects, moving words through space and navigating into and through the text, while also being able to incorporate and reconfigure sound and image. In this thesis, I first describe the Full-Contact Poetry environment then continue with a discussion of a workshop I led for six weeks with a small group of teenagers from Boston. The workshop raised many important issues that fall under the interconnected themes of: finding a voice, creating a language and negotiating context. The experience required negotiations at many levels from our small group. Each member needed to find an individual voice both as part of the group and as a poet. As a group, we needed to develop a language with which we could discuss the work that we were creating since the traditional language regarding poetry, or even workshops, did not quite apply. Finally, we were faced with new contexts. The workshop setting encouraged a classroom feeling, yet it was not a classroom. We were working with technology, but not in the way the children were accustomed-likewise with poetry. The thesis explores the challenges of facilitating an environment to support children's expression and the role that personal models play in shaping that environment."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["S.M."]},{"key":"dc:title","label":"Title","values":["Full-contact poetry"]}]}],"canonical_facts":{"dc:contributor.advisor":["David Cavallo."],"dc:contributor.department":["Massachusetts Institute of Technology. Dept. of Architecture. 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Children can experience poetry by playing with words as objects, experimenting with typographic effects, moving words through space and navigating into and through the text, while also being able to incorporate and reconfigure sound and image. In this thesis, I first describe the Full-Contact Poetry environment then continue with a discussion of a workshop I led for six weeks with a small group of teenagers from Boston. The workshop raised many important issues that fall under the interconnected themes of: finding a voice, creating a language and negotiating context. The experience required negotiations at many levels from our small group. Each member needed to find an individual voice both as part of the group and as a poet. As a group, we needed to develop a language with which we could discuss the work that we were creating since the traditional language regarding poetry, or even workshops, did not quite apply. Finally, we were faced with new contexts. 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