CJp210 Forms of recent Czech and world literature

Faculty of Education
Autumn 2024
Extent and Intensity
0/1/0. 3 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
Mgr. Miroslav Chocholatý, Ph.D. (lecturer)
Guaranteed by
Mgr. Miroslav Chocholatý, Ph.D.
Department of Czech Language and Literature – Faculty of Education
Contact Person: Petra Rozbořilová
Supplier department: Department of Czech Language and Literature – Faculty of Education
Timetable of Seminar Groups
CJp210/01: Tue 13:00–13:50 učebna 3, M. Chocholatý
CJp210/02: Tue 12:00–12:50 učebna 56, M. Chocholatý
CJp210/03: Tue 16:00–16:50 učebna 64, M. Chocholatý
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course offers an overview of the development of Czech literature after November 1989. Students will learn the basic trends and genres of co-temporary poetry and prose between the years 1990 and 2020. Interpretation of selected texts will be the main way for the students for getting more familiar with the production of individual authors. Students will be given a systematic overview of important authors and their works. The course is also an opportunity for students to learn about and understand the complex relationship of the subject (Czech literature) as taught in their Master's studies to the school subject Czech Language and Literature as taught at lower-secondary schools, with particular reference to pupils with a different mother tongue. In this way, learners will not only better understand why the content of the subject is relevant to their own studies, but also why and how they can use it effectively in their own teaching, when working with a linguistically and socio-culturally heterogeneous class. Under the guidance of the teacher, the learners themselves will critically evaluate, select and argue which topics and to what extent can be used for lessons focused on Czech literature or even on the Czech language at lower-secondary school.
Learning outcomes
Students will acquire knowledge of literary movements and genres of the given period of Czech literature and also of the specifics of their poetics. They will also be able to interpret literary works, and defend and support their opinions using their knowledge of literary studies. Students - will be able to understand the process of psychodidactic transformation and the subject-subject relationship; - will be able to select appropriate literary texts not only with regard to the content to be taught, but also with regard to the needs of pupils in a linguistically and socio-culturally heterogeneous classroom; - will be able to apply appropriate teaching methods and forms, including pupil interactions, which they can justify; - will be able to anticipate pupils' misconceptions, anticipate pupils' misunderstandings of the issues; - will be able to work with both their own and their pupils' preconceptions, which may vary considerably in a heterogeneous classroom; - will be able to design appropriate learning tasks and methodological approaches that make the material accessible to all pupils in a potentially heterogeneous group (principles of differentiation); - will provide peer feedback; - will reflect on the individual steps, the final outcome (preparation for the lesson) and the learning process itself. Structured written reflection is the second major outcome of the course and will also be included in the discussion during the final exam.
Syllabus
  • 1. Basic characteristics of the period. Overview of important literary groups, magazines and publishers. Literary studies and criticism of the 1990’s and the first decade of the 21st century and their representatives. Look at important works of literary studies after the year 1989. 2.-3. Poetry of the 1990’s (spiritual, existential and empiric Czech poetry, post-surrealistic tendencies, aftermath of the underground). 4.-5. Poetry in the first decade of the 21st century and its current form. 6. The issues of journal literature and memoirs in the 1990’s. 7. The forms of the prosaic postmodern after November 1989 (reflection upon chronotopes of big cities, intertextuality and its manifestations). 8. Normalization-reminiscence attempts in contemporary prose. 9. Prose of personal drama (existential genre of contemporary Czech prose). 10. Forms of self-reflection in co-temporary prose. 11. Feminism in co-temporary prose (prose for women and about women). 12. The image of historical traumas of the 20th century in Czech prose after November 1989. Supporting the structuring of the subject-matter and the design of lesson preparation for a heterogeneous group of students applied throughout the semester: 1.Period context and its parallels in the present; 2.Its representation in selected literary works, emphasizing their timelessness today; 3.Ethical and aesthetic norms in these works and their relevance for today; 4.Selection of model prose (historical framing and overlap with the present); 5.Outline of appropriate methods and methodological procedures (interpretive and analytical work with text, critical thinking, creative writing); study of recommended literature in the field of work with a linguistically and/or socioculturally heterogeneous class; 6.Group/collective reflection (Rogers, 2002) on the above steps (preparation for students' own work on the design of a specific teaching unit); 7.Developing a lesson preparation using the above-metioned procedure; 8.Written reflection as a detailed look back at the content analysis and its transformation with justification for the choice of tasks and methodological approaches. One part of the reflection is devoted exclusively to the aspect of working with a linguistically/socioculturally heterogeneous group.
Literature
  • V souřadnicích mnohosti : česká literatura první dekády jednadvacátého století v souvislostech a interpretacích. Edited by Alena Šidáková Fialová - Petr Hruška - Lenka Jungmannová. Vydání první. Praha: Academia, 2014, 817 stran. ISBN 9788020024107. info
  • V souřadnicích volnosti : česká literatura devadesátých let dvacátého století v interpretacích. Edited by Petr Hruška. Vyd. 1. Praha: Academia, 2008, 738 s. ISBN 9788020016300. info
  • KOŽMÍN, Zdeněk. Na tvrdém loži z psího vína (On a Hard Bed of Virginia Creeper). První. Brno: Jota-Books, 1998, 320 pp. ISBN 80-725-42-001-1. info
  • MACHALA, Lubomír. Literární bludiště : bilance polistopadové prózy. Vyd. 1. Praha: Brána, 2001, 241 s. ISBN 8024207354. info
  • HAMAN, Aleš. Prozaické surfování. Olomouc: Votobia, 2001, 289 s. ISBN 80-7198-493-0. info
  • BALAŠTÍK, Miroslav. Nová jména v české poezii 90. let. Brno: CERM - akademické nakladatelství, 1998, 16 pp. Literatura. ISBN 80-7204-100-2. info
  • MACHALA, Lubomír. Česká próza 90. let. Brno: CERM akademické nakladatelství, 1999, 25 s. ISBN 8072041207. info
  • CHOCHOLATÝ, Miroslav. Na křižovatkách nejmladší ženské poezie. Weles. Brno: Wendryňská Literárně-Estetická Společnost, 2005, IX, No 22, p. 82-96. ISSN 1214-2948. info
  • SLAVÍK, Jan, Tomáš JANÍK, Petr NAJVAR and Petr KNECHT. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory (Transdisciplinary didactics: on teachers‘ knowledge sharing and improving teaching in different subjects). 1st ed. Brno: Masarykova univerzita, 2017. Syntézy výzkumu vzdělávání, sv. 3. ISBN 978-80-210-8568-8. info
  • JANÍK, Tomáš and Petr NAJVAR. Fred A. J. Korthagen - Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. (Fred A. J. Korthagen - Linking Practice and Theory: The Pedagogy of Realistic Teacher Education.). 1st ed. Brno: Paido, 2011, 294 pp. ISBN 978-80-7315-221-5. info
Teaching methods
Students will use and enhance their knowledge of trends of Czech literature in the period in question. Students will be instructed how to develop all their knowledge of literary history and interpretational skills in order to communicate more effectively with a literary work. They will creatively apply their knowledge gained not only in contact classes but also through their independent work with recommended literature which they will be able to consult with the teacher regularly. Group discussions and group reflection will help learners verbalize tacit knowledge and develop reflective competence, the subject of which will be the didactic transformation of the chosen and argument-based content. Peer feedback: learners learn to give feedback in a safe environment and under the guidance of the teacher; constructive feedback focuses on the quality of the learning tasks included in the lesson preparation and in particular on taking into account the heterogeneous composition of the class.
Assessment methods
Course completion: - active participation in the seminars; - submission of one lesson plan aimed at a linguistically and socioculturally heterogeneous class, together with a structured written reflection designed as a detailed look back at the content analysis and its transformation with justification for the choice/creation of teaching tasks and methodological approaches. One part of the reflection is devoted exclusively to the aspect of working with a linguistically/socioculturally heterogeneous classroom; - an oral examination for which learners bring a list of titles they have read. For learners who have taken the course as an elective as part of the common core, only the submission of an essay on the assigned topic.
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2018, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
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