Level 5»6: From contextualising to (pre) academic reading
| Transition 6.1 | From an informed reading to a more specialized one | |
|---|---|---|
| Focus | Autonomous use of meta-language | |
| Goals | Teacher activities | Student activities |
| Compare literature from different epochs and movements with other forms of art. | Provide examples of liaisons between different forms of art. | Identify and compare characteristics of different art works (e.g. literature, music, visual arts), related to epochs and movements. |
| Reflect on different uses of literature and different modes of interpretation in different contexts. | Show how to prepare a reading for systematic textual analysis and interpretation and compare it with the way he/she reads outside school Compare systematic interpretation as taught in school with literary criticism in (non-professional) media, e.g. the newspaper, the radio, and academic approach. |
Compare their own different approaches and readings of literary texts inside and outside the school (e.g. newspaper, academic context). |
| Discuss a piece of literature both diachronically and synchronically. | Guide students through the exploration of different readings of the text. | Explore, compare and synthesize readings in a research-style project. Identify aspects of literary discourse and present them by using meta-language. |
| Explore and reflect about authors’ styles and worldviews. | Provide different texts from the author and tools to identify and compare aesthetic tendencies. Provide professional criticism on the author in order to identify and compare aesthetic tendencies. |
Identify aesthetic tendencies through the reading of professional criticism. |
