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Volume 58, Issue 1
  • ISSN: 0165-8204
  • E-ISSN: 2667-1573

Abstract

Abstract

In many classrooms pupils are not encouraged to develop their own interpretations of literary texts. I developed an educational design to address this problem. My design is based on the principles of creativity, the highest order of thinking according to the taxonomy of Bloom/Krathwohl. Pupils are asked to fill a lacuna in a poem of Sappho () and to discuss their supplements with classmates. My expectation is that these discussions include many forms of interpretation, since the entirety of the poem has to be understood to create a valid supplement. This design was put into practice to teach three groups of pupils (Dutch vwo 4 and 5). The data used for analysis are the audiotapes of the group discussions and interviews with pupils after completing the task. The design appears to have multiple outcomes. Two groups developed a rich interpretation of the poem, whereas one group limited their thoughts about the poem to the lines directly preceding the lacuna.

© Paul van Uum
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/content/journals/10.5117/LAM2025.1.002.UUM
2025-02-01
2025-04-02
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/content/journals/10.5117/LAM2025.1.002.UUM
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Creatief met lacunes
LAMPAS 58, 3 (2025); https://doi.org/10.5117/LAM2025.1.002.UUM
/content/journals/10.5117/LAM2025.1.002.UUM
/content/journals/10.5117/LAM2025.1.002.UUM
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Keyword(s): creativity; design research; interpretation; Sappho

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