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Transcript of Integrating Information and Communication Technologies in teaching Poetry and Arts in Secondary...
UNIVERSITY OF THESSALYVOLOS, GREECE
Georgia Pantidou, Maria Paparoussi, George Sotiropoulos
Integrating Information and Communication Technologiesin teaching Poetry and Arts
in Secondary Education
I.C.T. can be a powerful tool to perceive and
teach Poetry in new, attractive and
meaningful ways. The use of hypermedia and
multimedia, in which sound, picture and
speech merge into an amalgam, guarantees
the attraction of children’s interest.
I.C.T. offers the means for the integration of Poetry, Literature, Music
and Painting into an attractive combination which makes teaching
procedure more pleasant and opens new perspectives on
interpretation.
The activation of every sense which takes place in the artistic
atmosphere created in the classroom leaves wonderful memories in
children’s minds and enhances aesthetic experience and further
dealing with Art in general.
Sound and picture ought to be used as functional components and
not just ornamental, as a tool to perceive and understand the text
through the rules and techniques of other arts (Kalogirou, 2000),
as a pictorial representation of the text or an intercourse between
students and texts through perceiving and constructing
multimodal texts.
A multimodal approach to teaching Literature would focus on
making good use of other semiotic systems besides Language,
since every mode adds a different meaning into the multimodal
version of a text (Nicolaidou, 2009) and thus its polysemy is being
highlighted (Hondolidou, 1999).
•Offering audiovisual content and useful information
• aiming at reading poetry via paintings
•visualising poetic inspiration and conception and
•combining words and verses with images
facilitate approach and intimacy with Poetry.
Multimedia presentations point out aspects of imagery, music and
internal rhythm of the text. The discourse between the Arts can be
the essential means to integrate ICT in teaching Arts in general
(Nikolaidou, 2009).
Creating presentations, videos or digital narrations, paintings
or collages using pictures and music of their choice is an
exceptionally attractive and creative task for the students.
The inherent creativity of the children, dominated by
imagination and feelings, finds a proper outlet in Poesis, the
Greek word for Creation.
Subsequently creative thinking is enhanced and the aesthetic
pleasure is conducted to artistic creation or simply more
Literature reading.
“Under the midday summer sun”
Teaching Proposal
•A poem by Odysseus Elytis “Down in the daisy’s small threshing floor”,
•a short story by Alexandros Papadiamantis “Theros-Eros” (Summer - Love),
•three paintings by Vincent Van Gogh “Siesta”, “Wheatfield with a reaper” and “Field with poppies”,
•a collection of paintings by D. Moraros, based on “Theros-Eros”
•a piece of classical music by Antonio Vivaldi, “L’ estate”,
•John Markopoulos’ song “Down in the daisy’s small threshing floor”.
First Task:
Students listen carefully to Vivaldi’s “L’
estate-Le quattro stagioni” and try to
discriminate the several sounds the composer
used to describe summer in the country. Then
they check their assumptions reading the
description of the piece and the
corresponding summer sonet at http://www.makingmusicfun.net/htm/f_mmf_music_library/hey-kids-meet-a
ntonio-vivaldi.htm
.
Second Task:
The students search for Van Gogh’s paintings
and save them in a file. Since Van Gogh had
a great concern about the use of colour,
students are asked to visit the website
http://www.webexhibits.org/vangogh/
and choose Art Theory in order to find two
letters of Van Gogh in which he explains his
choices about the summer motif.
A pictorial theme which has been traditional in Western European art
for many centuries is that of the four seasons. These are generally
represented in terms of the various kinds of crops, weather, and
labours undertaken by peasants, typical of the different phases of the
year (Walker, 1981).
Thus students study and take notes about the place, the time, the
human beings and their actions, the colours, the schemes and the
aspects. (For further information about Impressionism and Light
several articles can be suggested as well as an educational film about
Impressionism and Surrealism). The task can be finished with a
virtual tour in Van Gogh Museum in Amsterdam
http://www.vangoghmuseum.nl/vgm/index.jsp?lang=en
Third task:
Students are given the poem and the short story and they are
asked to write down the images Elytis and Papadiamantis have
used. We are more interested in the colours and the schemes
of the nouns (either human beings or nature elements).
They will discover that the tones of the colours mentioned in
the poem are the same with Van Gogh’s and that there are
two prevailing schemes, cycle (threshing floor, sun) and
moving lines (water surface, flames, grainstalks) which are
used as symbolisms to the masculine and the feminine
element in nature.
So they are expected to combine all this in order to
decode the hidden message of the poem:
the erotic mood of young girls in midday, the magical
time of the day, when the Sun culminates and Earth
receives all the heating energy, is represented by the
description of the Nature.
In “Theros-Eros” by Papadiamantis (1891) Nature and Love are also the main theme. Nature is not only the scenery but it is closely connected to the twist of the plot.
Love, as a manifestation of nature’s force, is contrasted with the rush of natural elements (Zamarou, 2000).
The word Theros in Greek means summer and reaping so the students are expected to find similarities with Van Gogh’s painting and Vivaldi’s composition (serenity-storm-serenity).
The final product can be the synthesis of the
motifs they have traced in music pieces,
paintings, poetry and literature in a functional
unit.
So, what could students possibly do with all
this stuff in their computers?
The pursuit of the Arts is always an interesting
and attractive thing to do while in
adolescense, enhancing aesthetic and
emotional refinement as well as “poetic
intellect”.
According to Elytis «One should probably not
be very intelligent to understand Poetry. It is
enough if you can have poetic intellect, which
means more emotion than knowledge».
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