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The training sessions are based on the content of the programmes.
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In the beginning was the book
Literature in other media
One press on the ON switch for the television, tape recorder or CD player: everyone in the room falls silent. There is no question that the receptive process in young people is influenced more strongly by audio-visual material than by books. Successful children's books are immediately followed by adaptations for CD/tape or as a film. The book and adaptation are usually linked closely to each other, which helps sales. In this context, however, media adaptations can be used to present literature. A comparative process can be used to analyse aesthetic characteristics. The keyword is: media competence.
What pictures are created in the mind when a text is read out loud by someone in front of you? What are the differences with a voice from a cassette player? Which voice is suited to which figure? A spoken version or a film scene can be developed from a text, or a text can be written to present the start of a play or a film.
Example: Luis Sepúlveda: Wie Kater Zorbas der kleinen Möwe das Fliegen beibrachte / The story of the seagull and the cat who taught her how to fly
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The alphabet is the greatest thing
Letters, words, poems
A confident command of letters and words is a first step towards the joy of reading. Game and drama based approaches to visual and theatrical interpretations of letters, words, rhymes and poems are thought up and rehearsed, in addition to creative writing impulses. Depending on the emphasis of the training course, the results rehearsed by all of the participants are presented - hopefully with enthusiasm.
Example: Irmela Brender: War mal ein Lama in Alabama
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In evening's lap the earth was lying ,
The moon has risen
or The moon was there before me
Reading nights for children and young people,
aged 8-10, 11-13 or as of 14
The emphasis of each reading night is an exciting topic for children or a controversial topic for young people and/or a special book. The reading nights unite all of the interactive reading promotion models in use in other LesArt events. Based on the aesthetic characteristics of the literature used (picture book, fairy tale, comics, word play, teenager novel, myths and many others) a plan of action is developed during the night which unites the study of literature with the creativity it inspires in the participants.
A central theme/motif which guides through the night has proved to be successful, individuality and group dynamic can be integrated flexibly. It is recommended to try out just one of the LesArt models for an age group so that an individual model can be developed to suit local conditions with both beginners and advanced participants.
Example: Eve, Adam and me
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The city is big
Berlin as a literary reference
Literary locations can be of real, fictional or symbolic importance or a motif. The city as a location unites several attributes alone. Depending on the literary text being used, connections can be made between literature and the history of a city, or the footsteps of authors and literary figures can be traced and then the differences between literary and real locations discussed. The rich mine of language material to be found in the city can be used.
The appreciation of a city is also sharpened through the alienation of real locations through »fantastic perspectives«. All of these paths - starting with the literary text and then returning to it - can, once they have been completed, be further deepened once seated or even returned to on a further tour. A book or concept suited to the local conditions is recommended.
Example: Klaus Kordon, Peter Schimmel: Die Lisa
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It was and was not
Fairytales and myths from around the world
Fairytales, as the roots of literature, maintain the socio-cultural templates of different cultures. The beginnings and ends of stories, the way numbers are used, the structure of the stories and the build up of challenging situations provide an insight into text structures. In this way, the telling and retelling of fairytales makes an introduction to the qualities apparent in texts possible.
Methods for telling both improvised and non-improvised stories are tried. These include story telling circles, telling stories using pictures from memory, stories from the perspective of an object or a figure, telling stories and acting (silent pictures, shadow theatre, object theatre or puppet theatre, talk show).
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I spy with my little eye
Picture book artists, picture books, picture media
In order to train the eye, picture structure, picture sections, perspectives, sequences, graphic techniques and text-picture relationship in picture books are analysed more closely. Depending on the aesthetic nature of the illustrations, the participants can make their own attempts. Furthermore, pictures can be used to encourage language development, as a basis for story telling or as a basis for role playing.
Example: Katy Couprie, Antonin Louchard: Die ganze Welt
/ A whole world
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Each to their own
Authors, literary texts, aesthetic programme
Every piece of fiction contains familiar elements from the real world: feelings, objects, noises, smells, motifs, places, spaces, food, games, symbols, words ...
Anyone wanting to motivate and encourage children to read can use these elements to provide familiar references for association and discussion purposes. Structured opening situations can be used to anticipate the atmosphere of a figure in the context of the mood, tension or situation presented in a text. In this way, experience from the participant's own life can be transferred into the other, fictitious world. Introductions to two children's and/or young person's book make these possibilities very clear. Using short texts in work groups, the participant's own story opening models are created and then presented to the other groups.
Example: Melvin Burgess: Lady: Hundsfrau / My life as a bitch
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Literary meals
Culinary delights based on the prize winning books of the German Young Person's Literature award
As ever, this enjoyable event combines literature, food and creative forms for encouraging reading. The event is made up of an introduction which ignites curiosity, creative tasks and culinary highlights.
The participants will find the event so appealing that they pass on their enthusiasm about the books to others as well. A culinary and literary experience with follow-on effects!
Example: Literary dinner
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