Abstract
In this lecture I would like to outline a model of literary education in Latin classes. I draw partly on the conception of German scholars dealing with foreign language literatures, Martin Löschmann and Gisela Schröder.
However, I modify their model considerably, as it is necessary to make it suitable for working with a Latin text (possibly also in translation): in the first place, it is necessary to arouse the pupils' interest in reading the selected passage and to remind them of the cross-curricular knowledge (evocation and motivation). This is where the use of questions, references to visual arts, multimedia or famous quotes, phrases, sentences and proverbs come into play.
The following steps are pretty much obvious to Latinists: language preparation, outlining basic literary and historical and other information, initial perception and understanding of the main idea of the text, checking comprehension, second reading and deeper penetration of the text. The most important part of the model is then the translation and interpretation phase, where the work with intertextuality also plays an important role and which emphasises the active, creative components and the aesthetic values.
The last part is the summary, during which discussions and evaluation should take place. The model also envisages subsequent developmental activities - further discussion, dramatisation, didactic games, links to other arts (theatre, film, music, visual arts), work on the reception of Roman literature in domestic and international literature, possibly even creative literary activity of one's own, etc.
Like Löschmann and Schröder, throughout the process I try not to separate the different components of literary education, i.e. the cognitive and the affective.