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Master Thesis

En regardant en écrivant

Abstract : This work arose from the question of whether observing works of art could be a driving force for students to write inventive, personal and demanding texts and whether, on the other hand, writing about works of art could enable students to learn to better "see" artworks, to enrich the viewing experience. To think about writing in an educational context, I have mobilized the notion of “writing subject” developed by Dominique Bucheton, which posits two essentials: beyond the mastery of literary forms and norms, writing is about giving meaning to the world and constructing oneself. Moreover, it is through writing that thought is formed, emerges. Indeed, writing is not merely the final putting into words of a completed thought; it is the very process of developing that thought. This work carried out in the classroom considers these two factors in its organization, and the analysis of student productions will be concerned not with a set of formal criteria that may or may not be met, but rather with observing each text as a particular moment in a larger process, and understanding what is at stake for the student from one text to the next, that is, whether writing has enabled students to develop meaning through personal aesthetic experience.
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Master Thesis
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Submitted on : Friday, December 20, 2019 - 10:13:46 AM
Last modification on : Thursday, May 14, 2020 - 7:06:03 AM
Long-term archiving on: : Saturday, March 21, 2020 - 2:20:51 PM


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  • HAL Id : dumas-02420712, version 1


Gabrielle Heugel. En regardant en écrivant. Education. 2019. ⟨dumas-02420712⟩



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