이용악; ｢오랑캐꽃｣; 해석; 지배적 해석; 해석 능력; 시교육; 시 해석 교육; 「The Violet」; Lee Yong-Ak; interpretation; predominant interpretation; competency in interpretation; poetry education; teaching interpretation of poetry
문학교육학, no.36, pp.421 - 444
Activity of interpretation is a core process in teaching poetry. Interpretation has been considered a key activity in standards since the 2007 revised curriculum. Students need to interpretate a work on their own in close reading and discuss controversial interpretations with each other. It can be said, however, that students in reality are still given a specific interpretation which is chosen by the predominant view.
A work, ｢The Violet｣ written by Lee Yong-Ak has been read in classroom only in the view of reflection theory even though there have been two different ways to interpretate the poem; One perspective on its significance is about the lives of people in the Japanese colonial period who lived in despair and grieves. The other one is about distinction and discrimination against minorities.
I argued that we also have to focus on the way of discrimination, ‘a naming’ in the second interpretation. I also discussed that meaning of the words, ‘ancestor’, ‘Korea general’, and ‘sunshine’, which have been unnoticed by critics.
Students need to be encouraged to read a work by themselves in the first time. And they should be provided with not just a predominant interpretation but diverse interpretations when reading a poem, and be encouraged to analyse which interpretation is more acceptable.