Unit:
Department of Communication and Media StudiesLibrary of the Faculties of Political Science and Public Administration, Communication and Mass Media Studies, Turkish and Modern Asian Studies, Sociology
Dissertation committee:
Έλλη Φιλοκύπρου, Καθηγήτρια, Τμήμα ΕΜΜΕ, ΕΚΠΑ
Γεωργία Καλογήρου, Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Αφροδίτη Αθανασοπούλου, Επίκουρη Καθηγήτρια, Φιλοσοφική Σχολή Πανεπιστημίου Κύπρου
Βασιλική Πάτσιου, Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Ευανθία Στεφανή, Αναπληρώτρια Καθηγήτρια, Τμήμα ΕΜΜΕ, ΕΚΠΑ
Μαρία Ρώτα, Επίκουρη Καθηγήτρια, Τμήμα Φιλολογίας, ΕΚΠΑ
Ευαγγελία Διαμαντοπούλου, Επίκουρη Καθηγήτρια, Τμήμα ΕΜΜΕ, ΕΚΠΑ
Original Title:
Εναλλακτικές προσεγγίσεις του λογοτεχνικού κειμένου. Επαναπροσδιορίζοντας την επικοινωνία των εφήβων μαθητών με το λογοτεχνικό κείμενο μέσω της δημιουργικής ανάγνωσης και της δημιουργικής γραφής
Translated title:
Alternative approaches of literature texts. Redefining the way teenage students communicate with Literature through Creative Reading and Creative Writing
Summary:
Can a creative approach in literature teaching improve the way students read, understand and interpret literature texts? This was the main topic on which a three-year study in a private junior high-school of Athens was focused. The exploitation of Creative Reading and Creative Writing in literature teaching is incorporated in an attempt of renewing the way literature is taught by inserting creative targeted activities and enhancing students’ aesthetic response. Following a pre-test, post-test multiple group time series design, diverse Control and Experimental Groups (n=193 students) were compared as follows: a. ordinary literature class vs creative literature class (a hybrid of traditional classroom and CW workshop) of the same level (students aged 13), b. ordinary literature class vs creative literature class of different level (students aged 15 in the Control Group and students aged 13 in the Experimental Group) and c. ordinary literature class vs Creative Writing Workshop (students of same age). Creative Reading and Creative Writing strategies were exploited in approaching literature in the creative classroom: creative writing functioned as a median to creative reading and creative reading as a fuel for creative writing. In the CW Workshop the degrees of students’ freedom were larger than the creative classroom, limiting the teacher’s interventions. Analytical details on creative literature teaching methodology (constructivist literature instruction, reading-centered teaching, transactional teaching strategies, discussion and thinking scaffolding, envisionment-building classroom, creativity-in context, transactional Workshop etc.), as well on the experimental design, the rating methodology and the qualitative analysis of students’ responses are presented. The results of the statistic control (Mann-Whitney U-test) reveal significant statistic differences (sig. 000), in favor of the Experimental Groups, concerning the ways students read and interpret literature texts, written poetically and in prose. The qualitative analysis of students’ posttests reveals as well that the Experimental Groups were able to provide more efficient and original responses to literature texts in comparison to the Control Groups.
Main subject category:
Language – Literature
Keywords:
Creative Reading, Creative Writing, Literature Teaching Methodology
Number of references:
1316
