This article proposes an alternative procedure in school work (12-16 year olds) with literary works of art. Based on the constructivist approach to learning and teaching, the article explains and demonstrates how the interpretation of a particular literary text - a modern fable by Czech author Milos Macourek - can be organized and facilitated in a school classroom. Much stress is put on the fact that no single ’’correct” interpretation is adequate for a work of art and that the meaning of the text grows gradually and not only in individual perception and reflection but rather in cooperative efforts of more reading and communicating subjects. To bring such a procedure and the necessary working conditions to middle school education, the aims of literary lessons and the whole school subject of ’’literature” must be adapted. The main principles of such interpretative work are equity of opinions, argumentation by quotes from the text, exploration and utilization of preceding experience of students and mutual exchange of aesthetic experience. The article provides a pre-fabricated protocol of a lesson and includes also notation tables.
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