Így is lehet irodalmat tanítani: az alakzatok tanítása irodalompedagógiai megközelítésből

Abstract

Teaching literature goes beyond the mere transmission of knowledge: it should strive to create
a learning environment in which students can connect to texts through their own experiences,
emotions, and intrinsic motivation. The study takes as its starting point that education itself is a
creative process in which the teacher—following the Pygmalion metaphor—shapes opportunities
for self-expression from attention, trust, and intentionally designed pedagogical situations. This
requires a safe and accepting space where learners can step out of their habitual routines and
experience the joy of creative thinking, self-reflection, and independent interpretation. This study
presents a Hungarian literature lesson delivered by the author within the framework of the 12th
First-Language Teaching Competition in the Carpathian Basin. The lesson focused on three
rhetorical figures—gradation, enumeration, and accumulation—addressed through methods
grounded in arts pedagogy and creative writing. Endre Ady’s A föl-földobott kő and Virág Erdős’s
Ezt is elviszem magammal served as textual basis for exploring the topos of the journey, while
allowing students to articulate their own experiences and preferred interpretive pathways. The
methodological framework drew on humanistic pedagogy, arts pedagogy, and approaches
oriented toward experience- and creation-centred learning. The tasks assigned during the lesson
enabled students to infuse abstract stylistic phenomena with personal meaning and to speak in
their own voices. The sequence of activities, supporting both verbal and visual self-expression,
contributed to deeper text comprehension, reflective thinking, and the strengthening of students’
self-confidence. The author’s teaching experience suggests that an arts-pedagogical, creationcentred approach effectively enhances student engagement and fosters a more democratic and
experiential learning environment.