Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales
Journal Title: Investigaciones Sobre Lectura - Year 2016, Vol 0, Issue 5
Abstract
The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links betweenLiterature and the rest of arts (Music, Painting, Cinema...) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods. Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, theComparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.
Authors and Affiliations
Mª Isabel Vicente-Yagüe Jara
Keywords
Related Articles
- EP ID EP452346
- DOI -
- Views 87
- Downloads 0
Los desafíos de enseñar a comprender
This article presents the key -ideas of two programs that were designed for students from the 3rd and 6th school grade, as well as examples of didactic sequences to help improve reading c...
Leer sobre la muerte en la Biblioteca de Aula: una experiencia práctica de lectura en un aula de Educación Infantil
Este artículo muestra una experiencia de lectura sobre el tema de la muerte en un aula de 3º de Educación Infantil con uno de los cuentos que forman parte de la Biblioteca de Aula de este...
How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education
In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread o...
Luisa Pinzón Varilla (2014) Las aguas que contengo y me contienen Bogotá. Editorial Santa Bárbara
RECENSIONES Luisa Pinzón Varilla (2014)Las aguas que contengo y me contienen Bogotá. Editorial Santa Bárbara
Preconceptions and education of the reading and writing in the initial training of the students of Magisterio
One of the fundamentals of teaching is to know what knowledge or beliefs operate the strategies you want to teach. Therefore, the ability to implement adequate activities for the effective teaching of reading-writing ski...