"Integrating Information and Communication Technologies in teaching Poetry and Arts in Secondary Education" Georgia Pantidou, Maria Paparoussi, George Sotiropoulos


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EDIRNE, TURKEY 18/10/2012

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"Integrating Information and Communication Technologies in teaching Poetry and Arts in Secondary Education" Georgia Pantidou, Maria Paparoussi, George Sotiropoulos

  1. 1. UNIVERSITY OF THESSALY VOLOS, GREECEGeorgia Pantidou, Maria Paparoussi, George Sotiropoulos
  2. 2. Integrating Information andCommunication Technologiesin teaching Poetry and Arts in Secondary Education
  3. 3. I.C.T. can be a powerful tool to perceive andteach Poetry in new, attractive and meaningfulways. The use of hypermedia and multimedia, inwhich sound, picture and speech merge into anamalgam, guarantees the attraction of children’sinterest.
  4. 4. I.C.T. offers the means for the integration of Poetry, Literature, Musicand Painting into an attractive combination which makes teaching proceduremore pleasant and opens new perspectives on interpretation.The activation of every sense which takes place in the artistic atmospherecreated in the classroom leaves wonderful memories in children’s minds andenhances aesthetic experience and further dealing with Art in general.
  5. 5. Sound and picture ought to be used as functional components and notjust ornamental, as a tool to perceive and understand the text throughthe rules and techniques of other arts (Kalogirou, 2000), as a pictorialrepresentation of the text or an intercourse between students andtexts through perceiving and constructing multimodal texts.A multimodal approach to teaching Literature would focus on makinggood use of other semiotic systems besides Language, since every modeadds a different meaning into the multimodal version of a text(Nicolaidou, 2009) and thus its polysemy is being highlighted(Hondolidou, 1999).
  6. 6. •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 internalrhythm of the text. The discourse between the Arts can be the essentialmeans to integrate ICT in teaching Arts in general (Nikolaidou, 2009).
  7. 7. Creating presentations, videos or digital narrations, paintings orcollages using pictures and music of their choice is an exceptionallyattractive and creative task for the students.The inherent creativity of the children, dominated by imaginationand feelings, finds a proper outlet in Poesis, the Greek word forCreation.Subsequently creative thinking is enhanced and the aestheticpleasure is conducted to artistic creation or simply moreLiterature reading.
  8. 8. “Under the midday summer sun” Teaching Proposal
  9. 9. •A poem by Odysseus Elytis “Down in the daisy’s smallthreshing floor”,•a short story by Alexandros Papadiamantis “Theros-Eros” (Summer - Love),•three paintings by Vincent Van Gogh“Siesta”, “Wheatfield with a reaper” and “Field withpoppies”,•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 smallthreshing floor”.
  10. 10. First Task:Students listen carefully to Vivaldi’s “L’ estate-Le quattro stagioni” and try to discriminate theseveral sounds the composer used to describesummer in the country. Then they check theirassumptions reading the description of the pieceand the corresponding summer sonet athttp://www.makingmusicfun.net/htm/f_mmf_music_library/hey-kids-meet-antonio-vivaldi.htm.
  11. 11. Second Task:The students search for Van Gogh’s paintingsand save them in a file. Since Van Gogh had agreat concern about the use of colour, studentsare asked to visit the websitehttp://www.webexhibits.org/vangogh/and choose Art Theory in order to find twoletters of Van Gogh in which he explains hischoices about the summer motif.
  12. 12. A pictorial theme which has been traditional in Western European art formany centuries is that of the four seasons. These are generallyrepresented in terms of the various kinds of crops, weather, and laboursundertaken by peasants, typical of the different phases of the year(Walker, 1981).Thus students study and take notes about the place, the time, the humanbeings and their actions, the colours, the schemes and the aspects. (Forfurther information about Impressionism and Light several articles can besuggested as well as an educational film about Impressionism andSurrealism). The task can be finished with a virtual tour in Van GoghMuseum in Amsterdam http://www.vangoghmuseum.nl/vgm/index.jsp?lang=en
  13. 13. Third task:Students are given the poem and the short story and they are askedto write down the images Elytis and Papadiamantis have used. Weare 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.
  14. 14. So they are expected to combine all this in order to decodethe hidden message of the poem:the erotic mood of young girls in midday, the magical time ofthe day, when the Sun culminates and Earth receives all theheating energy, is represented by the description of theNature.
  15. 15. In “Theros-Eros” by Papadiamantis (1891)Nature and Love are also the main theme.Nature is not only the scenery but it isclosely connected to the twist of the plot.Love, as a manifestation of nature’sforce, is contrasted with the rush ofnatural elements (Zamarou, 2000).The word Theros in Greek means summerand reaping so the students are expected tofind similarities with Van Gogh’s paintingand Vivaldi’s composition (serenity-storm-serenity).
  16. 16. So, what could students possibly do with all this stuff in their computers?The final product can be the synthesis of themotifs they have traced in musicpieces, paintings, poetry and literature in afunctional unit.
  17. 17. The pursuit of the Arts is always an interestingand attractive thing to do while inadolescense, enhancing aesthetic and emotionalrefinement as well as “poetic intellect”.According to Elytis «One should probably not bevery intelligent to understand Poetry. It is enoughif you can have poetic intellect, which means moreemotion than knowledge».
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