INTERPRETATION OF THE LYRIC IN THE PRIMARY SCHOOL – GRADUALITY AND SYSTEMATISM IN THE ADOPTION OF LITERARY THEORY CONTENTS

Abstract

Each successful interpretation implements the achievements of the literary science and methodology of literature teaching into the teaching process, because the school interpretation is based on the results of the science, but it also means its adjustment to the experiential-cognitive and receptive abilities of the students. In this paper we will present a gradual progression in the adoption of literary theory content from the first grade, where the interpretation comes down to the emotional experience of poems and recognition of the basic emotions in it, to the final grade of primary school in which the students are able to understand the emotional and reflective layer of the poem more completely, and also the messages and perception of the world, and they recognize the linguistic and stylistic procedures, understand the poetic use of language and the function of stylistic figures in the text. It will be shown that in the interpretation of lyric, a correlation of the contents of language and literature teaching is constantly present, and it is always in accordance with the degree of the students' knowledge at a certain level of education.