Year: 2020
Type: dissertation
Abstract: Since 2007, learning goals for modern foreign language education have been described by\nSLO. This includes literary education. However, little guidance is given teachers on how to\nteach literature. New developments by Curriculum.nu will make literature more essential in\nthe modern foreign language classroom. Furthermore, new descriptors by the Common\nEuropean Framework of Reference (CEFR) with regards to literature provide new\npossibilities in literary education. Research on literary education shows that emphasis needs to\nbe put on guidelines for literary education. Bloemert’s Comprehensive Approach proposes\nfour ways in which to teach literature, namely, the text-, context-, language-, and reader\napproach. Furthermore, researchers on literary education argue that other media, like film,\ngames, and song lyrics can be regarded as literary texts and used in the classroom. This thesis\nargues that Shakespeare is an excellent tool to use for current and future learning goals of\nliterary education. With regards to the context approach, in terms of historical, social, and\ncultural context, Shakespeare’s history plays are useful. Furthermore, a recent film adaptation\nof Shakespeare’s Henry V, David Michôd’s The King, has given the great history play new\nlife. This thesis will present a lesson series design that develops students’ higher order\nthinking skills of analyzing, evaluating, and creating with regards to the play Henry V in\ncomparison to the film. Then, interviews will be conducted to evaluate the practicality and\neffectiveness of the design. After this, revisions will be made to create a design that is ready\nto be used in the classroom.
Author: M. Beringer
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3087422460