창조적 문화 세대를 위한 고전문학 교수-학습의 설계 - 고전문학의 패러디 활동을 중심으로 -

Abstract

The purpose of this study is to seek out an teaching-learning plan which can make contribution to the acceptance of classical literature’s cultivating students’ creativity or creativeness. Through several patterns of parody which creatively restructure classical literature, this study seeks out method which can arrive at the goal of communal dimension which is passing down cultural assets and at the goal of individual dimension which is enhancement of creativity or creativeness. For this purpose, this study investigates concept and educational meaning of parody and, based on data including the results of class assignments, goes through the process of approaching the reality. What is essentially required of parody is ‘critical distance.’ Parody exists between simple imitation of previous texts and traceless distance from them. It can also be said the pleasure of parody lies between familiarity and strangeness. That is, this pleasure can be divided into factors of ‘pleasure of communication’ and ‘double-take of recognition’. Classical literature has the advantage that the outcomes of parody possess distinct identity as the readers can easily find the objects of parody. This study looks into instruction-learning plan of classical literature based on parody by classifying it into two perspectives. In terms of understanding, this study looks into literal, inferential and critical thinking ability while, in terms of expression, it looks into ability to use allusion. It is expected that parody enhances not only understanding ability of learners but also expressive ability in classical literature education. Parody is a play through imitation. It’s a human instinct and pleasure of parody becomes the very basis for instruction-learning plan. Parody is deemed to be a method to promote voluntary participation of students in classical literature education.