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Identifier 000419230
Title Η συνομιλία των τεχνών : η αξιοποίηση των τεχνών στη διδασκαλία της λογοτεχνίας στη δευτεροβάθμια εκπαίδευση
Alternative Title Convesation of the arts: the use of the arts in literature in greek secondary education
Author Αγγελιδάκη, Μαρία
Thesis advisor Φουντουλάκης, Ανδρέας
Reviewer Οικονομίδης Βασίλης
Καραΐσκου Μαρία
Abstract The aim of this thesis is to find an answer to the problem of literature reception in Secondary Schools in Greece by creating a new organizational and teaching context. In a dialogical setting, literature opens a conversation with other artistic “texts” (Theater, Cinema, Music, Painting) within the boundaries of the ‘language’ of art. Placing Literature in an interartistic context aims not only at the weaving of meanings and mutual elucidation, but also at the construction of the student’s cultural subjectivity. The thesis has two parts. The first part consists of a theoretical investigation that depicts the shift that has taken place in the recent decades concerning: a) the social context, b) the literary theory, c) the theories of Intelligence assessment, c) the educational and psychological models of learning. These changes lead to a new socio-cultural theory according to which knowledge is situated and “co-constructed” dialogically, through the interaction of the recipient and the context. This phenomenological placing of interpretation in the consciousness of the recipient, in combination with the problematic reception of literature in secondary schools, led to the idea of designing an alternative context of learning, in which the teaching of a literary text would be placed in an interartistic context within a learning community. The “paradigm” would not be the same for all learning communities as the setting would be determined by the dynamic interrelationship between the text, the teacher and the student community. This thesis has its theoretical roots in Bakhtin’s theory on dialogism, polyphony, addressivity, and the carnivalesque subversion of power relations. In this way, literature is percieved in the student’s consciousness, as an Art, among the other Arts [Theater, Cinema, Music, Drawing] and the school class is transformed into a community of readers of “aesthetic texts”, “texts” that are read as systems of meaning in constant conversation while they offer the possibility of multiple readings and interpretations. The second part of the thesis focuses on the research implementation. This part includes the results of the empirical research in Secondary Schools of the region of Heraklion in Crete. The data were collected with a mixed method, quantitative and qualitative implementing the method of triangulation. The analysis of the data led to the conclusion that the traditional – monological method of teaching is in need of change. According to both teachers’ and students’ views, the dialogue between artistic texts enhances the understanding and appreciation of literature along with the pleasure of reading. At the same time, it promotes the motivation of the students. Even though in the comparison of the two methods (the traditional and the alternative one, which involved Arts integration) the alternative seems to be more effective, there is a tendency pointing clearly to another direction, that is the combination of the methods and the recognition of the teacher as a central figure in the learning process.
Language Greek
Subject Arts education
Multiple intelligence
Reception theory
Teaching literature
Διδασκαλία με τις τέχνες
Διδασκαλία της λογοτεχνίας
Θεωρία της πρόσληψης
Πολλαπλή νοημοσύνη
Issue date 2018
Collection   School/Department--School of Education--Department of Preschool education--Doctoral theses
  Type of Work--Doctoral theses
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