Literaturausstellungen bieten zahlreiche Perspektiven für literarästhetische Erfahrungen im Raum. Literatur wird dabei nicht auf ihre Trägermedien reduziert, sondern als immaterieller Gegenstand ...betrachtet. Diesem Ansatz folgend untersucht Sebastian Bernhardt die didaktischen Potenziale von Ausstellungen, die Literatur mittels Szenografie in den Raum übertragen. Neben einer Systematisierung der Möglichkeiten solcher Übertragungen erschließt er die sich daraus für eine mediale Erweiterung des Literatur- und Medienunterrichts ergebenden Potenziale. Damit liefert er spezifische Einsichten in die genuin literarästhetischen Erfahrungen im Ausstellungsraum.
Welchen unsichtbaren Zwängen unterliegen wir beim Sprechen über Literatur? Dieser Frage widmet sich Emmanuel Breite anhand der spezifischen Praxis des Literaturunterrichts. Seine These: Das dortige ...Handlungsfeld ist durch eine neoliberale Ideologie geprägt, die nicht vom Sprechen über Literatur zu trennen ist. Ergebnis davon ist die Hervorbringung einer spezifischen Form des Subjektseins, die mit den Dogmen der neoliberalen Ideologie kompatibel ist. Der Deutschunterricht wird so zum Ort, an dem sich verschiedene Machtverhältnisse kreuzen und sich die neoliberalen Logiken im Verständnis der Schüler*innen verfestigen - eine Kritik, die weit über die kompetenztheoretische Ausrichtung des Unterrichts hinausragt.
The present article highlights the views of Slovenian language teachers on the introduction of comics in literature lessons in primary school. We were interested in Slovenian language teachers’ views ...on the introduction of comics as an art-literary type of text as part of the literature curriculum as well as the use of comics as a literary-didactic method in literature classes. This was investigated via a questionnaire, which was fully completed by 121 Slovenian language teachers of the first to the ninth grade. The results show that factors such as gender, educational period taught, professional experience, field of study, highest level of completed education, source of skills related to the introduction of comics in the classroom, teachers’ reading habits and attitudes towards reading comics, and agreement with stereotypical claims about comics per se have no influence on teachers’ attitudes towards the use of comics in the forms studied. However, their attitudes towards the use of comics in the classroom are influenced by certain stereotypical attitudes of teachers towards comics. The most important limitation of our research was also the most important finding: teachers are neither empowered to introduce and use comics as an art-literary type of text in the literary curriculum, nor are they able to use comics as a literary didactic method in literature classes. There is a great need for teacher training and teachers should be empowered to use and introduce comics in all forms.
The article proposes an interpretation of A. Fet's poems in the form of a knowledge building workshop. The lesson project is preceded by the rationale for choosing the form of the lesson. At the ...heart of the lesson plan there are some tasks that allow us to see, to understand, and to characterize the specifics of the poetic worldview and attitude of A. A. Fet. During the lesson, students have an opportunity to feel themselves as poets, critics and readers at the same time. In the role of a poet, they select the most accurate and expressive epithets and metaphors, in the role of a critic they reflect on the problem of the ratio of poetic vigilance and grammatical accuracy in the lyrics and take part in the discussion of the poetry of A. A. Fet, in the role of a reader they compare the images created by A. A. Fet and B. L. Pasternak. This type of work creates conditions for the perception of the complex text and shapes the ability of building new personal meanings in a dialogue with classical works.
The purpose of this article is to find approaches to understanding of Anna Akhmatova’s poetry in the eleventh grade classroom. The author presents written and oral assignments that can lead students ...to an understanding of the lyrics through independent reading comprehension. Each assignment creates a problem situation at the lesson. Acquisition of new material in such an approach is creative, that is, it takes place via looking for new information in a problem situation. The group of students in this case serves as a “collective researcher” (L. S. Aizerman), and the answer is sought throughout the whole lesson. Such assignments create an unexpected situation in which readymade typical answers do not work, the same as searches on the Internet. The assignments were used by the author at literature lessons in non-profile and in social-humanities classrooms. The article analyzes extracts from written works and essays of eleventh grade and the author explains his approach to their evaluation. The logic of classes on the poet’s lyrics (love and civil poetry), which end with a discussion of the poem “Requiem”, is described in detail. While reading of the poem “Clasped hands under a dark veil ...” in class, the teacher dwells on the psychological plot in detail, which allows the students to see not only the complexity of the psychological plot but also some continuity of Ahmatova’s and Tyutchev’s lyrics. The article also describes several tasks on the poem “When in the yearning of suicide ...” related to different editions and cultural-historical context; suggests various suitable ways of comparing the poem “Dante” and “Lot’s Wife” in a secondary school literature classroom, formulates a topic for an option class on Akhmatova’s poetry, and describes fragment of the lesson on the poem “Requiem”.
This article presents a model for organizing activities to develop emotional intelligence when wor- king with an emotive concept, which is based on the works of Professor N. L. Mishatina of the ...conceptual analysis of the word. This study proceeds from the feeling as the existing emotional and aesthetic experience (intraper- sonal emotional intelligence) to the interchange of interpretations of the proposed “situational feelings” (inter- personal emotional intelligence). The sequence of the proposed stages leads to a deepening understanding of the emotive concept, which becomes enriched and updated in process of creative speech generating a metaphorical portrait of the emotive concept. The proposed model is a “spiral” of the development of emotional intelligence, returning the student to the intrapersonal component of emotional experience but at a higher level. This model of organization of activities for the development of emotional intelligence is applicable both in the Russian lan- guage and literature and in advanced training courses for teachers-philologists. It is a methodological tool for the teacher and allows the student to realize the “increment” of their emotional intelligence.
As slow reading is not a typical good time nowadays, one of the tasks of contemporary school literature course is to attract students to reading books. The authors of the article, a schoolteacher and ...a University associate professor, solve the problem by improving teaching technologies. The aim of the authors’ investigation is to find ways of such integration of the classical texts with the forms of youth culture, which would be not in contradiction between the bright form of the event and the very content of the book. Existential-communicative technologies, presented in the article, should, first of all, help schoolchildren to feel personal involvement in the text, and secondly, they create a discussion space for understanding the book. The elaboration of teacher and students literature class interaction is based on the program literature material of 8th grade (Walter Scott, William Golding, Leonid Panteleev, Grigorii Belyh) and of 10th grade (Ivan Turgenev). By activating the role of organizational form in the pedagogical process, the authors of the article advocate greater independence of schoolchildren in the preparation and organization of the lesson. That is why there are examples of the algorithm of training session and the algorithm of preparation for a lesson presented in the article. The forms that bring children closer to the book are adapted from the exterior environment. Nowadays lifelong learning as a popular slogan has stimulated to think up many versions of educational situations which can become the property of teaching methods. The methodologies of the investigation in the article are the theory of educational activity by D. B. Elkonin and V. V. Davydov, and existentional analysis by Alfried Längle. The main method of research is included observation.
The article describes a lesson-portrait model which deals with works of modern poetess Marina Boroditskaya and considers an approach to studying the poems of the poetess in the basic course of ...literature (after learning mythology in grades 6-7). The lesson focuses on the ability of the children’s poet to transform reality and to create magic. In the course of discussion of the poems it turns out that Marina Boroditskaya creates metaphors in which objects and phenomena turn into their opposites: a little boy becomes the Creator (From Hooligan Motives…) and the war turns into a wedding feast and embrace (Plasticine Army).The lesson is organized in the form of heuristic talk employing such techniques as comparison between the poem and the biblical creation myth (in terms of vocabulary, intonation and plot coincidences), transformation of the poem into a comic, correlation of the images in the poem and certain fragments from the series “Creation of the world. Heaven and Earth” drawn by the French cartoonist Jean Effelas, and predicting of the poem finale. For her variant of studying the works of Marina Boroditskaya with senior pupils, the author chooses two poems. The first poem (From Hooligan Motives...) interprets the cosmogonic myth, and the second one (After the Artist Has Left...) deals with the eschatological myth. Thus, the lesson provides the insight into the personality of the poetess who features a humorous view of life and plays freely with the text of culture.
The article discloses a methodological problem of planning the course of modern literature at school. The author agrees with the researchers who believe that the most productive way to structure the ...course is to correlate contemporary poems with classical works studied at school. From the point of view of this paper, Anna Russ’s poetry may be included in the course of modern poetry for high school, as, on the one hand, it has something in common with the poems of V. Mayakovsky, M. Tsvetayeva, and A. Blok to some extent, on the other hand, it will be of interest to teenagers with its up-to-date problems and vivid images. Anna Russ has managed to reproduce the voice of the others, the mind on the others and thus she portrays a role model. The lyrical heroine of A. Russ is eccentric, passionate and vulnerable, as well the poetess herself, which creates a peculiar emotional pattern of the poems full of transitions from serious to funny, form loud to quiet and touching. Anna Russ experiments with word segmentation, she gets the best of the way it sounds. The plan of a lesson described in this article emphasizes the specific features of the style of Anna Russ, whose works resonate with the classical Russian poetry.
The article raises the question of the innovative potential of literature lessons in connection with the specifics of the subject. On the basis of the phenomena and facts of the change of literature, ...the understanding of the process as a literary and historical one, in which the literary development factor in its historical perspective and retrospective is at the forefront, is proposed, in comparison with the traditional one. The understanding of innovation in relation to literature lessons is updated. The possibility of innovation arises from the formulation of an unconventional task (topic, position) and the adoption of an unconventional philological and methodological solution, the purpose of which is the deep comprehension of the text or its fragment; the author's view; correction of the established perception, i.e. the establishment of invariants where they are not obvious. Lessons and fragments of lessons in grades 5-11 are offered, which enable the teacher to realize the innovative potential available in the literary source, in the ideas of his predecessors and developed in modern scientific and methodological literature and teaching practice.
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