Mögliche Lehrerimpulse

(die eine Selbstbeobachtung der SchülerInnen bei der Begegnung mit Lyrik auslösen)

• does ... help you to visualize the situation?
• how does ... affect your psychological response to ... ?
• describe your first impression of ...
• what details contribute to a feeling of awe / sympathy / sadness ... ?
• what effect does ... have on you / the reader / the listener?
• how does ... alter your impression of the author´s mood?
• record your impressions of the first stanza
• "play back" what you felt in the order in which you felt it
• classify / describe / characterize your various feelings / impressions / associations / connotations
• develop a ranking of the different impressions/feelings you had at different points of time
• compare and contrast your different feelings before and after seeing/learning/hearing ...
• at what point of time did your impression change?
• try to date ... within ten years
• describe an experience in which you felt the way the poet did
• record the experience that first made you aware of racial problems
• has this experience conditioned your future responses to the problem?
• try to analyze your emotional reaction to ...
• what emotions other than surprise/pity ... did you feel?
• how do you feel about ... ?
• document the process that led to the formation of one of the major values in your personal ethics
• try to uncover the real reasons why you believe in "loyalty", ...
• identify and analyze the effectiveness of the images / words / sounds used by ...
• how did the order in which you got the various pieces of information affect your emotions/impressions?
• how does the mood you are in at a given point of time affect your impression / understanding / appreciation of ... ?
• does a certain environment affect your mood?
• register the shapes, the sounds, the colours, the smells, the tastes you experienced at that time in that environment
• try to organize the details into some pattern
• what kind of changes occured in your perception of ... when you heard/saw/learned that ... ?
• describe ... in your memory; for example, you may wish to describe some special place you knew as a child, e.g. a park, a secret hideout, ...
• your description should reveal why ... produces the psychological effect it does
• classify the way different media affect your impression/understanding/perception of ...
• what determines your responses to ...?
• does this information/photo enhance or detract/diminish your interest in ... ?
• what do you have to know about ... in order to appreciate the significance of ... ?
• does ... make you feel as though you were ... ?
• what memories are prompted by the photograph/picture/song?
• focus your interest on ...
• is it necessary to know the time, place, occasion when ... in order to appreciate the effectiveness of ... ?
• do you find any discrepancies between the description of ... by the poet and the photo/your image of ... ?
• how do you react to criticism of this sort?
• compare your image of ... with the author´s description of ...
• find evidence in this additional bit of information to support your first impression
• how do verbal and visual aspects/pieces of information work together?
• can you add similar images/words to this list?
• narrate an account of a similar experience you have had
• does the author´s impression / idea / description conform to your image of ... ?
• what is your position on the following assertions: ... ?
• is your first impression compatible with your last impression?
• classify your childhood heroes/experiences ...
• describe your family in some symbolic position
• experiment with several different chronological perspectives of your hometown/first school ...
• characterize the intellectual or emotional barriers that first prevented you from understanding the first line
• imagine what might prevent the reader from reading on