Integrating Information and Communication Technologies in teaching Poetry and Arts in Secondary Education
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This document discusses integrating information and communication technologies (ICT) into teaching poetry and art in secondary education. It proposes using multimedia like sound, images, and video to engage students' interest in new ways of perceiving and understanding poetry. ICT allows combining poetry, literature, music, and painting into lessons that are more pleasant and open new interpretations. Students' creative skills are enhanced as they make their own multimedia presentations, videos, or digital art combining music, images, and text. The goal is to facilitate students' intimacy with poetry and enhance their aesthetic experience and engagement with the arts.
Integrating Information and Communication Technologies in teaching Poetry and Arts in Secondary Education
- 1. UNIVERSITY OF THESSALY VOLOS, GREECE Georgia Pantidou, Maria Paparoussi, George Sotiropoulos
- 2. Integrating Information and Communication Technologies in teaching Poetry and Arts in Secondary Education
- 3. 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 childrens interest.
- 4. 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 childrens minds and enhances aesthetic experience and further dealing with Art in general.
- 5. 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).
- 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 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).
- 7. 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.
- 8. Under the midday summer sun Teaching Proposal
- 9. A poem by Odysseus Elytis Down in the daisys 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 daisys small threshing floor.
- 10. First Task: Students listen carefully to Vivaldis 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- antonio-vivaldi.htm.
- 11. Second Task: The students search for Van Goghs 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.
- 12. 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
- 13. 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 Goghs 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. 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.
- 15. 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 natures 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 Goghs painting and Vivaldis composition (serenity-storm- serenity).
- 16. 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?
- 18. 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 束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損.