Master Thesis discusses teaching and the quantity of teaching of Federico García Lorca in Slovene and Spanish classes in Slovenian high schools. In the first theoretic part we begin with defining didactics of literature, literary canon and reading capacity of the student. We continue with revising the position of world and most accurately Spanish and Hispanic literature in Slovenian education space. We look at curriculums and textbooks more profoundly. We focus more on the position of Federico García Lorca in Slovene education space, we search for his presence in curriculums and textbooks and his absence is proven by the empiric part of the thesis, where students from two Slovene high schools were questioned. To offer the professors better ways of teaching and increase the understanding of the students, we offer an explanation of cross-curricular integration and prove the need for it with a series of interviews with professors of Slovene and Spanish. To promote cross-curricular integration we offer a didactics model of cross-curricular integration class between Slovene and Spanish.
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