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IDT 2013 3.1 Kultur, Literatur, Landeskunde · 3.1 Konferenzbeiträge / Atti / Proceedings IDT 2013 IDT 2013 Band 3.1 − Sektionen E1, E2, E3, E4 Kultur, Literatur, Landeskunde Kultur, Literatur, Landeskunde Literatur, Kultur, Swati Acharya, Emina Avdic, Verena Hänsch-Hervieux, Martin Herold, Natalia Iukhtina, Ulrike Reeg, Tina Welke, Nadja Zuzok (Hrsg.) IDT 2013 Deutsch von innen · Deutsch von außen DaF · DaZ · DaM Beiträge der XV. Internationalen Tagung der Deutschlehrerinnen und Deutschlehrer Bozen, 29. Juli−3. August 2013 Im Auftrag des IDV herausgegeben von Hans Drumbl und Antonie Hornung · 3.1 Konferenzbeiträge / Atti / Proceedings IDT 2013 IDT 2013 Band 3.1 − Sektionen E1, E2, E3, E4 Kultur, Literatur, Landeskunde Kultur, Literatur, Landeskunde Literatur, Kultur, Swati Acharya, Emina Avdic, Verena Hänsch-Hervieux, Martin Herold, Natalia Iukhtina, Ulrike Reeg, Tina Welke, Nadja Zuzok (Hrsg.) Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.dnb.de abrufbar. Cover design: doc.bz © 2015 by Bozen-Bolzano University Press www.unibz.it/universitypress ISBN 978-88-6046-082-0 E-ISBN 978-88-6046-119-3 This work—excluding the cover and the quotations—is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. Inhalt Sektion E1 – Bildende Kunst und Literatur: Konzepte und Projekte Einleitung Verena Hänsch-Hervieux, Ulrike Reeg ...................................................................... 3 Mit Bildern (mündliches) Erzählen entwickeln Wilfried Wittstruck .................................................................................................... 5 Kunstwerke im kreativen DaF-Literaturunterricht Grazia Zagariello .................................................................................................... 25 „Ut pictura poesis“ – Zum kreativen Einsatz von Kunstbildern und Literatur im DaF-Unterricht Elisabeth Loibner ................................................................................................... 39 Deutsch lernen im Museum Lilia Zakirova .......................................................................................................... 57 Das Fenster-Projekt Monika Karin Hedrich, Miguel Ricardo Rezzani ....................................................... 69 Literatur und neue Medien am Beispiel von Goethes Faust Hae Za Rhie ........................................................................................................... 79 Ein Bild sagt mehr als 1000 Worte Gunnar Klatt ........................................................................................................... 85 „Was hat man dir, du armes Kind, getan“ Sabine Beck ........................................................................................................... 93 Der junge Goethe – Hörspielcomic für den DaF-Unterricht Gerdis Thiede, Susanne Maria Roth ..................................................................... 105 Sektion E2 – Neue Ansätze in der Vermittlung landeskundlicher Inhalte Einleitung Martin Herold, Natalia Iukhtina .............................................................................. 121 Gründungsmythen im universitären Landeskundeunterricht Christine Becker ................................................................................................... 123 Deutsch geht durch den Magen Ebal Sant'Anna Bolacio Filho ................................................................................ 137 (Urbane) Räume als Schlüssel zum kulturgeprägten Lernen Chiara Cerri, Sabine Jentges ................................................................................ 147 „Europa macht Schule“ – Kooperation zwischen Universität und Verein Christoph Chlosta, Friederike Behrens, Karina Sydekum ....................................... 163 Vermittlung landeskundlicher Inhalte im DaF-Unterricht in Bosnien und Herzegowina Sanja Radanović .................................................................................................. 179 Die Vermittlung von kulturellen Inhalten in DaZ-Kursen in Südtirol Sarah Sailer ......................................................................................................... 195 Erlebte Landeskunde – ein handlungsorientiertes Projekt Hans-Joachim Schulze, Thomas Stagneth ............................................................ 211 Sektion E3 – Vermittlung inter-, multi- und transkultureller Inhalte Einleitung Nadja Zuzok ......................................................................................................... 221 Organisation einer interkulturellen Begegnung Sylwia Adamczak-Krysztofowicz, Angela Schmidt-Bernhardt, Antje Stork, Victoria Storozenko ............................................................................................... 225 Vermittlung interkultureller Inhalte durch interkulturelle Literatur Marta Janachowska-Budych ................................................................................. 241 Polyphonie – Voraussetzung für Transkultur Sonja Kuri ............................................................................................................ 255 Sektion E4 – Film Einleitung Tina Welke ........................................................................................................... 269 Film versus literarischer Text Roberta Bergamaschi ........................................................................................... 271 Wahrheit und Fiktion im Film „Das Wunder von Berlin“ Irena Chavíková ................................................................................................... 287 Der fiktionale Film als Mittel zur Entwicklung der kommunikativen Kompetenz im modernen Fremdsprachenunterricht Igor Smirnov ......................................................................................................... 301 Zum Einsatz von (nicht-kommerziellen) Werbespots im DaF-Unterricht für Fortgeschrittene Ala Vysockaja ....................................................................................................... 317 Sektion E1 Bildende Kunst und Literatur: Konzepte und Projekte Sektionsleitung: Verena Hänsch-Hervieux Ulrike Reeg Einleitung Verena Hänsch-Hervieux – Université de Strasbourg, Frankreich Ulrike Reeg – Università degli Studi di Bari, Italien Der vorliegende Band umfasst eine Auswahl der Beiträge aus der Sektion „Bildende Kunst und Literatur: Konzepte und Projekte“, die im Rahmen der Internationalen Deutschlehrertagung 2013 in Bozen stattfand. In vielfältiger Weise nehmen diese Bezug auf die Annahme, dass einerseits Werke der Bildenden Kunst als zentraler visueller Impuls für Sprachhand- lungen im Unterricht anzusehen sind und zahlreiche Interpretationsmög- lichkeiten eröffnen und dass andererseits literarische Texte als „Imagina- tionsräume“ visuelle Assoziationen auslösen. Dabei liegt es auf der Hand, dass insbesondere aus der Verbindung von Gemälden, Skulpturen, Zeichnungen, Grafiken, Fotografien, Collagen, Plakaten mit lyrischen und narrativen Texten ein besonderes didaktisches Potenzial für kreative, hand- lungsorientierte, interkulturelle Projekte im DaF-Unterricht erwächst. Vielfach unter Bezug auf den eigenen Erfahrungshorizont und auf sehr unterschiedliche Weise – was wir auch als ein gelungenes und beein- druckendes Beispiel von kultureller Vielfalt ansehen – diskutieren die Beitragenden die Frage, in welcher Weise Werke der Bildenden Kunst und literarische Texte didaktisch sinnvoll aufeinander bezogen und dadurch zum Anlass für vorwiegend handlungsorientierte Aufgabenstellungen werden können. Das Spektrum der Beiträge umfasst sprach-, literatur- und kunstdidaktische Konzepte, die das didaktische Potenzial von Bild-Text-Kombinationen vorwiegend praxisbezogen diskutieren (Wilfried Wittstruck, Grazia Zaga- riello, Elisabeth Loibner, Lilia Zakirova, Monika Karin Hedrich und Miguel Ricardo Rezzani, Hae Za Rhie, Gunnar Klatt), einen literaturtheoretisch- 3 Einleitung philosophischen Ansatz, dessen didaktische Konkretisierung bewusst offen gelassen wird (Sabine Beck) sowie ein vollkommen neu entwickeltes Projekt für den kreativen DaF-Unterricht (Gerdis Thiede und Susanne Maria Roth). 4 Mit Bildern (mündliches) Erzählen entwickeln – didaktische Überlegungen und Aufgaben Wilfried Wittstruck – Universität Vechta Abstract Bilder haben im Deutschunterricht einen festen Platz. Im Entree von Lerneinheiten zu Jahreszeiten, Naturphänomenen oder Großstadtleben dienen Gemälde und Zeichnun- gen dazu, Stimmungen und Atmosphären erfahren zu lassen. Beim Thema Werbung werden Plakate als Teil der Alltagskultur hinsichtlich ihrer gestalterischen und materiellen Beschaffenheit untersucht. Bilder können aber auch primär funktional mit der Förderung von Sprechen und Schreiben verbunden sein. Ausgangspunkte für Übungen zum bildgestützten schriftlichen Erzählen sind Einzelbilder (Fotos, Kunstbilder, Wimmelbilder, Illustrationen zu literarischen Texten) und auch kurze Bilderfolgen, Auszüge aus einem Bilderbuch oder einer Graphic Novel. Diese können ebenso zweckdienlich bei der Entfaltung von Fähigkeiten im Bereich des medial Mündlichen sein. Ein Vorschlag ist, mit dem Erzählen zu Bildern die im Alltagser- zählen „gelebte“, aber selten reflektierte Adressatenorientiertheit zu thematisieren und eine situationsangemessene „Sprache der Nähe“ zu erproben. Mithin sind Aufgaben zu stellen, mit denen Aufmerksamkeit stärker auf die Wirkung des Erzählens statt auf die – normadäquate – Gestalt des medial mündlichen Textes gelenkt wird. 1. 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