Teaching and Learning Modes and Media of H.C. Andersen Fairy Tales

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Author: Nikolaj Elf
Date: Mar. 2018
From: Forum for World Literature Studies(Vol. 10, Issue 1)
Publisher: Wuhan Guoyang Union Culture & Education Company
Document Type: Essay
Length: 10,329 words

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Abstract :

This article explores how and why Andersen fairy tales could be taught at school in new multimodal ways that reflect 21st century networked, digital and popular culture. Based on social semiotic theory and Dewey's understanding of teaching and learning as "doing knowledge," a design model is presented for teaching the multiple modes and media of Andersen's work. It is argued that the model could contribute to a more semiotic rich and inquiry-based approach to Andersen and lead to the development of students' semiotic competence, which may help understanding Andersen in transformative ways. The model was used for designing four experiments in an intervention in four Danish upper-secondary classes. Focusing on an experiment that explores how animated Andersen fairy tales were taught and learned in analytical and creative ways in L1/mother tongue education (MTE), the empirical analysis finds that the experiment challenges teachers' and students' conceptions of how Andersen could be taught and learned at school. However, findings also suggest that a multimodal and inquiry-based approach could expand the dominating understanding of how and why Andersen could be taught in the Ll/MTE subject. This finding may have implications for teaching other canonical world literature, such as Shakespeare and Melville. Key words The Great Sea-Serpent; popular culture; multimodality; inquiry-based; semiocy.

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Gale Document Number: GALE|A536987783