摘要
Drawing on reader-response criticism,this article aims at analyzing the aesthetic receptive experience of teaching imagery through painting/drawing.We argue that such an approach helps students transcend the limitations of written words by deconstructing the text and reconstructing the meaning,which,in turn,enriches students’creativity,free-thinking,and ability to describe sensory experiences.Our approach,in this case,is a medium of meta-reflection through which students undergo the aesthetic experience while painting/drawing mediates between the text and students’unconscious mind.The role of reader-response through painting/drawing is to unravel the relational structures that mark this creative process.To this end,we applied this method to an undergraduate class of poetry at Taibah University,Saudi Arabia.The sample consisted of forty-four undergraduate students,who were asked to re-present Robert Frost’s poem,“After Apple-Picking,”in painting/drawing.To analyze the students’act of reading,the participants were asked to write reflection letters on how they felt throughout the process of preparing their portraits and,consequently,their replies were used in analyzing their portraits.The study presents a replicable model for application to other genres and literary texts.
