| dc.description.abstract | Since 2007, learning goals for modern foreign language education have been described by
SLO. This includes literary education. However, little guidance is given teachers on how to
teach literature. New developments by Curriculum.nu will make literature more essential in
the modern foreign language classroom. Furthermore, new descriptors by the Common
European Framework of Reference (CEFR) with regards to literature provide new
possibilities in literary education. Research on literary education shows that emphasis needs to
be put on guidelines for literary education. Bloemert’s Comprehensive Approach proposes
four ways in which to teach literature, namely, the text-, context-, language-, and reader
approach. Furthermore, researchers on literary education argue that other media, like film,
games, and song lyrics can be regarded as literary texts and used in the classroom. This thesis
argues that Shakespeare is an excellent tool to use for current and future learning goals of
literary education. With regards to the context approach, in terms of historical, social, and
cultural context, Shakespeare’s history plays are useful. Furthermore, a recent film adaptation
of Shakespeare’s Henry V, David Michôd’s The King, has given the great history play new
life. This thesis will present a lesson series design that develops students’ higher order
thinking skills of analyzing, evaluating, and creating with regards to the play Henry V in
comparison to the film. Then, interviews will be conducted to evaluate the practicality and
effectiveness of the design. After this, revisions will be made to create a design that is ready
to be used in the classroom. | |
