Abstract:

Experiential teaching of literature employs competence development-based structured play activities, active experiences and personal reading experiences, and is aimed at inspiring productive (co-)creation instead of the repetition of literary stories. As such, this approach emphasizes experience- and problem-centeredness, and an associative, creative and productive teaching of literature, turning literature-derived experiences into intellectual, cognitive and community experiences. Such an approach to the teaching of literature can lay an appropriate groundwork for stimulating the recipients’ desire to read, a prerequisite for developing reading skills and a means for gaining a high-level of literacy, which is considered a general life skill. In this paper, I offer an option for stimulating a desire to read, a basic requirement for the early development of literacy in primary school pupils, using the tools of experiential teaching of literature to inspire interactivity and textual production. The corpus used for textual analysis consists of a contemporary children’s fable, which is as close as possible to the potential target audience on both a thematic and a linguistic-poetical level.

Keywords:

Desire to read, contemporary children’s fable, experience-based teaching of literature, primary school pupils.