ARTISTIC INSTALLATIONS FOR PROMOTING THE READING OF CLASSICAL-THEMED LITERATURE
Las instalaciones artísticas se han consolidado en los últimos años como una herramienta pedagógica capaz de transformar los espacios de aprendizaje y de convertir la lectura en una experiencia multisensorial, creativa y significativa. En el ámbito de las lenguas y culturas clásicas, este recurso permite acercar al alumnado a los textos grecolatinos desde una perspectiva vivencial, favoreciendo la comprensión profunda, la motivación y el pensamiento crítico. El presente artículo analiza el potencial educativo de las instalaciones artísticas como estrategia para impulsar la lectura de temática clásica, describe los criterios para la selección de libros, expone una clasificación útil para su diseño, y presenta ejemplos aplicados a obras como Junil a les terres dels bàrbars o Miles Gloriosus. Finalmente, se reflexiona sobre los beneficios pedagógicos y la relevancia de incorporar propuestas creativas y sostenibles que adapten el aprendizaje al contexto educativo actual.
ARTISTIC INSTALLATIONS FOR PROMOTING THE READING OF CLASSICAL-THEMED LITERATURE
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DOI: 10.37572/EdArt_25062607914
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Palavras-chave: Instalaciones artísticas; lectura; didáctica de las lenguas clásicas; creatividad; educación secundaria; aprendizaje experiencial.
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Keywords: Artistic installations; reading promotion; classical literature pedagogy; creativity; secondary education; experiential learning.
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Abstract:
In recent years, artistic installations have emerged as an innovative pedagogical strategy capable of transforming educational spaces and turning reading into a multisensory and meaningful experience. In the field of Classical Languages and Classical Culture, these immersive environments enable students to approach Greco-Roman literature through experiential learning, creativity, and emotional engagement, making classical texts more accessible and relevant. This chapter examines the educational potential of artistic installations as a strategy for promoting the reading of classical-themed literature in secondary education. It discusses criteria for selecting literary works suitable for immersive experiences, proposes a practical classification system for educational design, and presents applied examples based on works such as Junil a les terres dels bàrbars and Miles Gloriosus. The chapter also reflects on the pedagogical benefits of these practices, including the development of creativity, collaborative learning, sensory engagement, and interdisciplinary connections between literature, history, mythology, visual arts, and cultural studies. Furthermore, it highlights the value of sustainable and adaptable proposals capable of transforming ordinary educational spaces into immersive literary environments. Ultimately, artistic installations are presented as powerful educational tools that encourage active participation, experiential reading, and deeper cultural understanding, allowing classical literature to become meaningful and engaging for twenty-first-century students.
- Elisa Lluch Girbés