Painting as a Reading Practice

Pedagogy Jan 2012

Paul T. Corrigan

Abstract

This article shows how and why one might teach painting as a reading practice in a literature course. Painting in response to a literary text can deepen the impact that the text has on a reader/painter and can develop her or his ability to read well. Such an activity taps into contemplative dynamics such as attentiveness, presence, dialogue, and community, and it contributes to students' appreciation of literature. Painting in response to a text causes students to linger with the text and provides occasion for rereading.

Journal: Pedagogy
Published: 2012-01-01
DOI: 10.1215/15314200-1425065
Open Access: Closed
Topics: multilingual writers

Citation Context

Cited by in this index (1)

Corrigan (2018)

The State of Scholarship on Teaching Literature

Pedagogy

Cites in this index (1)

Clark (2009)

Beyond Critical Thinking

Pedagogy

Also cites 1 work outside this index ↓

Kahane (2009)

Learning about Obligation, Compassion, and Global Justice: The Place of Contemplative Pedagogy

New Directions for Teaching and Learning ↗

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