Comparativism in Literary and Musical Education. A Proposal in Methodological Innovation

Abstract

One of the main goals which Literature and Music teachers intend to achieve is, respectively, the improvement of students’ reading ability and the fostering of critical analysis while listening to music. However, teachers have been noticing an increasing lack of motivation for the practice of both reading and listening to musical pieces. On the other hand, there exists a powerful relationship between Literature and Music, as different means of expression, which has become apparent throughout History in numerous artistic works. Nevertheless, Didactics of Literature and Didactics of Music have not yet been able to exploit this richness in their syllabi. In this sense this paper puts forward comparativism between musical and literary works as a didactic model, both in the teaching of Literature and Music. Hence it proposes including, in the syllabi of both subjects, objectives which favour the development of interdisciplinarity. In this way, we would achieve motivating learning through “musical reading” and “literary listening”.
This proposal tries to rethink the orientation and contents of curricula, with the aim of putting into practice an innovating teaching methodology based on the analysis of the intertextual links between both arts.