LFU:online

Acquisition of professional, personal and subject-related competences related to the discussion and subject-centred teaching of literature in the German classroom.

The dialogue-based exchange about literature, understood as a text-oriented discussion of interpretation (cf. Bittner 2006: 41), has a long tradition in German lessons at school (cf. ibid.). Despite this, or perhaps because of it, it can be argued that classroom dialogue in plenary is still one of the most challenging and appealing tasks of the teaching profession. Against this background, didactics is working on the development and implementation of models that attempt to do justice to this as well as to the complex subject of literature.

In this course, we will focus specifically on the Heidelberg Model of Literary Classroom Conversation (cf. Härle/Steinbrenner 2010 and Heizmann/Mayer/Steinbrenner 2020) - a scientifically sound method based on the aesthetics of reception that interweaves the concepts of literary understanding and conversation as an open, dynamic process in theory and practice.

Leading such conversations requires the acquisition, development and situationally appropriate activation of a complex bundle of professional, personal and technical competences (cf. Härle 2010: 116), starting with the preparatory selection of texts and ending with a reflective follow-up.

The proseminar will focus on the dialogue approach presented here in all its facets: theory, practice and reflection.

Postscript: Talking about literature, especially among students, is something that can be fun but, paradoxically, is often neglected in university life and yet needs to be practised. The course aims to address these aspects.

Literary dialogue, lecture, discussion, preparatory reading of specialist texts, class exercises.

Regular active participation; preparation and leading of a class discussion; written preparation of a portfolio.

To be announced, cited here:

Bittner, Stefan (2006): Das Unterrichtsgespräch. Formen und Verfahren des dialogischen Lehrens und Lernens (= Erziehen und Unterrichten in der Schule). Bad Heilbrunn: Verlag Julius Klinkhardt.

Härle, Gerhard (2010): Lenken – Steuern – Leiten. Theorie und Praxis der Leitung literarischer Gespräche in Hochschule und Schule. In: Ders./Steinbrenner, Markus (Hrsg.): Kein endgültiges Wort. Die Wiederentdeckung des Gesprächs im Literaturunterricht. Baltmannsweiler: Schneider Verlag Hohengehren, 107-139.

Härle, Gerhard/Steinbrenner, Marcus (Hrsg.) (2010): Kein endgültiges Wort. Die Wiederentdeckung des Gesprächs im Literaturunterricht. Baltmannsweiler: Schneider Verlag Hohengehren. 

Heizmann, Felix/Mayer, Johannes/Steinbrenner, Marcus (2020): Das literarische Unterrichtsgespräch: didaktische Reflexionen und empirische Rekonstruktionen. Baltmannsweiler: Schneider Verlag Hohengehren. 

Positively completed compulsory module 7