Estetiske læreprosesser i litteraturundervisning : En analyse av hvordan et utvalg av barneskolens lærebøker legger til rette for estetiske læreprosesser i møte med skjønnlitteratur

Abstract

This thesis examines how a selection of textbooks at the primary level facilitates aesthetic learning processes for the pupils in the meeting withfiction, and what implications this can have for the teaching of literature. The analyzed textbooks areZeppelin Lesebok6 and OrdriketElevbok6A. There are the questions associated with the fantasy chapter in the textbooks that have beenstudied.The background for the thesis is the international and national recommendations fromOECD, UNESCOand the Ludvigsen Committee, todevelopcreative, critical and explorative competencies among the students. In this context, artistic approaches are identified asrelevant. Furthermore, the ongoing work on Fagfornyelsen expresses an explicit desire to include aesthetic learning processes in the teaching of literature. Literature didactics has in recent decades been inspired by the reception theory, where the reader's interaction with the text is central. This has led to that the teaching of literature,to a greater extentthan earlier, areincluding the students' feelings, experiences, thoughts, interpretations and opinions in the literature work. The teaching books are still central to the school's teaching practice, and the tasks create the starting point for thework. The thesismethod therefore focuses on textbook analysis, through a qualitative method. The theoretical framework consists of educational policy documents on aesthetic learning processes and creativity, as well as the definitions of Aud Berggraf Sæbø and Bennyé D. Austring and Merete Sørensen, who characterize aesthetic learning processes. Furthermore, theoretical and literary didactic theory is presented,inspired by Wolfgang Iser, Louise M. Rosenblatt, Judith A. Langer, Åsmund Hennig, Atle Skaftun, Per Arne Michelsen, Jon Smidt, Hilde Tørnby and Ruth Seierstad Stokke. Based on thistheoretical framework, seven analysis categories have been formed: translate impressions into aesthetic expressions, express own opinions and thoughts, aesthetic experience, interpretation space, imagination and creativity, aesthetic criticism and information gathering. Furthermore, the findings in the analysis have been discussed against the theoretical framework. Finally, the findings in the analysis are discussed in relation to the implications they can have for literature education.The results of the analysis show that the textbooks facilitate aesthetic learning processes, but that there are several factors that work towards the complete introduction of aesthetic learning processes in literature teaching. The whole of the thesiswill therefore show there is an undeveloped potential for aesthetic learning processes in the textbooks and literature teaching.