Curricula and syllabi often prevent or do not enable holistic teaching and learning. Knowledge is passed on through subjects that are strictly separated from each other. Cross-curricular approaches encourage the integration of knowledge of different subjects and provide a comprehensive insight into a particular issue. In my master's thesis, I explore the possibilities of cross-curricular integration of Art History and English. The emphasis is on the CLIL method, which stands for Integrated Content and Language Integrated Learning. CLIL is a dual-focused educational approach in which an additional language is used for teaching and learning of both content and language, thus enabling the connection of a linguistic and a non-linguistic subject, in my case English and Art History. In the theoretical part of the thesis, I define CLIL, place it in a broader context, explore its presence in the Slovenian school environment and study the syllabuses of Art History and English, and in that way explore the possibilities for cross-curricular integration of the two subjects. English is in general extremely interdisciplinary, as it brings together important segments of knowledge of many other disciplines, which is a great advantage. In the empirical part of the thesis, I demonstrate the possibility for cross-curricular integration of Art History and English following the CLIL approach by designing a CLIL module on the Renaissance art. The goal is to connect the mentioned subject areas and demonstrate their compatibility by creating my own CLIL materials.
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