APPLICATION OF LITERARY ARTISTIC MODELS IN THE REALIZATION OF LITERATURE AND READING CONTENT
Most of the acquisition of knowledge is realized through reading. The further success of the students will largely depend on the ways and the quality of mastering this activity. For this reason, in primary education classes, the mother tongue is represented by a wider range of classes. Part of its program is the program content Reading and literature. The purpose of this paper is the application of literary and artistic models, as creative models, in the realization of literary and artistic contents. These contents are selected pieces from different literary genres, represented in the textbooks of the mother tongue subject. School readings are literary works of art, written in prose or poetry, which must be read in their entirety by all students, for a certain period of time. Reading them, among other things, helps the development of reading skills and critical thinking, increase of interest in reading, development of imagination etc. In this paper, some creative teaching models are described, which help facilitate and understand textbooks with artistic content.
Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016). Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension. British Journal of Psychology, 107(2), 209-238. https://doi.org/10.1111/bjop.12134
Grosman, M. (2011). Readersand reading as interaction with literary texts. Primerjalna književnost, 34(2). https://ojs-gr.zrc-sazu.si/primerjalna_knjizevnost/article/view/5457
Jashari, A., & Ballhysa, A. (2005). Manual për të menduarit kritik, gjatë shkrimit dhe leximit. [Manual for critical thinking, while writing and reading] Elbasan.
Loh, C. E., & Sun, B. (2019).“I’d Still Prefer to Read the Hard Copy”: Adolescents’ Print and Digital Reading Habits. Journal of Adolescent & Adult Literacy, 62(6), 663-672. https://doi.org/10.1002/jaal.904
McGuinness, D. (2006). Language development and learning to read: The scientific study of how language development affects reading skill. Mit Press. https://doi.org/10.7551/mitpress/4113.001.0001
Murati, Xh. (2007). Organizimi I mësimit. [Organization of the lesson] Tetovo: Çabej Petkovska, B. (2008). Metodika na kreativnata nastava po predmetot makedonski jazik vo nižite oddelenija na osnovnoto učilište. [Methodology of creative teaching of the subject Macedonian language in the lower grades of primary school], Skopje: Magor.
Stevanović, M. (2003). Modeli kreativne nastave. [Models of creative teaching]. Rijeka: Andromeda Retrieved from: https://www.bib.irb.hr/138527
Uljens, M., (2006). Didaktika shkollore. [School Didactics]. Skopje: Ars-Lamina.
Van Dyke, J., & Landi, N. (2015). The developmentof reading comprehension skill: Processing and memory. In E. Bavin & L. Naigles (Eds.), The Cambridge Handbook of Child Language (Cambridge Handbooks in Language and Linguistics, pp. 740-762). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781316095829.034
Xhambazi, G. (2016). Barazia gjinore në kontekstin e letërsisë artistike. Tetovë: Universiteti I Tetovës [Gender equality in the context of fiction]. Tetovo: University of Tetovo)
Zylfiu, N. (2001). Didaktika [Didactics]. Prishtinë: Universiteti I Prishtinës.
Copyright (c) 2021 Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice
This work is licensed under a Creative Commons Attribution 4.0 International License.