Show simple item record

dc.contributor.authorVicente-Yagüe Jara, María Isabel de
dc.date.accessioned2020-03-20T11:27:29Z
dc.date.available2020-03-20T11:27:29Z
dc.date.issued2016
dc.identifier.citationVicente-Yagüe Jara, M.ª-I (2016): Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales, Investigaciones Sobre Lectura, 5, 59-69. [http://hdl.handle.net/10481/60466]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/60466
dc.description.abstractThe 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 between Literature 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, the Comparative 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.es_ES
dc.language.isospaes_ES
dc.publisherUniversidad de Granadaes_ES
dc.subjectLiterature es_ES
dc.subjectArtses_ES
dc.subjectReading es_ES
dc.subjectLOMCEes_ES
dc.subjectReader intertextes_ES
dc.titleArtes y literatura en la LOMCE: mecanismos para la comprensión de lecturas pluraleses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


Files in this item

[PDF]

This item appears in the following Collection(s)

Show simple item record