![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/gbmaamc2lsa3sgnnxzipl99qq.jpg\")
<\/p>\n<\/p>\n
Nathalie Perez, professeure de lettres modernes au lyc\u00e9e Beaussier<\/p>\n
Lyc\u00e9e (2de) \u2013 Fran\u00e7ais<\/p>\n
Le roman et le r\u00e9cit du XVIIIe au XXIe si\u00e8cle : le personnage, ses transformations et ses qu\u00eates<\/strong><\/p>\n Comment une \u0153uvre num\u00e9rique, par sa multimodalit\u00e9 (texte, image, son), renouvelle-t-elle la lecture, la compr\u00e9hension et l\u2019interpr\u00e9tation d\u2019un r\u00e9cit litt\u00e9raire ?<\/strong> Cette s\u00e9quence, men\u00e9e apr\u00e8s Le Vieux qui lisait des romans d\u2019amour<\/em> (Sep\u00falveda) et avant Candide<\/em> (Voltaire), propose l\u2019\u00e9tude de Phallaina<\/em> (Marietta Ren, Small Bang, 2016), une bande d\u00e9fil\u00e9e num\u00e9rique<\/strong> m\u00ealant texte, image et bande sonore. Objectif :<\/strong> d\u00e9couvrir le format num\u00e9rique et situer Phallaina<\/em> parmi d\u2019autres formes artistiques. Objectif :<\/strong> analyser les sp\u00e9cificit\u00e9s de la bande d\u00e9fil\u00e9e et la r\u00e9ception sensorielle. Objectif :<\/strong> comprendre le parcours d\u2019Audrey, h\u00e9ro\u00efne en qu\u00eate d\u2019identit\u00e9. Objectif :<\/strong> comparer Phallaina<\/em> \u00e0 d\u2019autres r\u00e9cits de transformation. Objectif :<\/strong> argumenter \u00e0 partir du parcours d\u2019Audrey. Objectif :<\/strong> interpr\u00e9ter la fin ouverte du r\u00e9cit. Objectif :<\/strong> \u00e9valuer la compr\u00e9hension et la capacit\u00e9 \u00e0 argumenter. \ud83d\udd0a Commentaire audio d\u2019un \u00e9l\u00e8ve<\/a><\/p>\n Ce sc\u00e9nario propose une exp\u00e9rience de lecture augment\u00e9e<\/strong>, qui transforme la relation des \u00e9l\u00e8ves au texte et \u00e0 la litt\u00e9rature. Bouchardon, S.(2011).Des figures de manipulation dans la cr\u00e9ation num\u00e9rique<\/em>.Prot\u00e9e,39 (1), 37-46. https:\/\/doi.org\/10.7202\/1006725ar<\/a> Cet article s\u2019inscrit dans la continuit\u00e9 du travail men\u00e9 au sein du Groupe Num\u00e9rique Disciplinaire Lettres de l\u2019acad\u00e9mie de Nice autour de l\u2019exp\u00e9rimentation de Phallaina<\/em>, sous la responsabilit\u00e9 de l\u2019IPR-IA de Lettres S\u00e9bastien H\u00e9bert et de Magali Brunel, enseignante-chercheuse en didactique des lettres. (voir l\u2019article : \u00ab Lire une \u0153uvre num\u00e9rique int\u00e9grale en classe\u2026 \u00bb<\/a>, GND Lettres, acad\u00e9mie de Nice, 2025).<\/strong><\/p>\n <\/p>\n Fiche r\u00e9f\u00e9renc\u00e9e sur Edubase : https:\/\/edubase.eduscol.education.fr\/fiche\/23899<\/a><\/strong><\/span><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Nathalie Perez, professeure de lettres modernes au lyc\u00e9e Beaussier Niveau \/ Discipline Lyc\u00e9e (2de) \u2013 Fran\u00e7ais Entr\u00e9e du programme Le roman et le r\u00e9cit du XVIIIe au XXIe si\u00e8cle : le personnage, ses transformations et ses qu\u00eates Probl\u00e9matique Comment une \u0153uvre num\u00e9rique, par sa multimodalit\u00e9 (texte, image, son), renouvelle-t-elle la lecture, la compr\u00e9hension et l\u2019interpr\u00e9tation […]<\/p>\n","protected":false},"author":209,"featured_media":3494,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","ngg_post_thumbnail":0,"footnotes":""},"categories":[142,195],"tags":[],"class_list":["post-3493","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-a-la-une","category-experimenter-le-numerique-lire-ecrire-enseigner-autrement","et-has-post-format-content","et_post_format-et-post-format-standard"],"rttpg_featured_image_url":{"full":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1.jpg",1161,671,false],"landscape":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1.jpg",1161,671,false],"portraits":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1.jpg",1161,671,false],"thumbnail":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-150x150.jpg",150,150,true],"medium":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-300x173.jpg",300,173,true],"large":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-980x566.jpg",980,566,true],"1536x1536":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1.jpg",1161,671,false],"2048x2048":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1.jpg",1161,671,false],"et-builder-post-main-image":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-400x250.jpg",400,250,true],"et-builder-post-main-image-fullwidth":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-1080x671.jpg",1080,671,true],"et-builder-portfolio-image":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-400x284.jpg",400,284,true],"et-builder-portfolio-image-single":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-1080x624.jpg",1080,624,true],"et-builder-gallery-image-portrait":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-400x516.jpg",400,516,true],"extra-image-huge":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1.jpg",1161,671,false],"extra-image-single-post":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-1161x640.jpg",1161,640,true],"extra-image-medium":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-627x376.jpg",627,376,true],"extra-image-small":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-440x264.jpg",440,264,true],"extra-image-square-medium":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-440x440.jpg",440,440,true],"extra-image-square-small":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-150x150.jpg",150,150,true],"advps-thumb-one":["https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-content\/uploads\/sites\/15\/2025\/10\/Capture-decran-2025-10-13-215400-1-600x220.jpg",600,220,true]},"rttpg_author":{"display_name":"IAN Lettres","author_link":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/author\/nathalie\/"},"rttpg_comment":0,"rttpg_category":"A la une<\/a> Exp\u00e9rimenter le num\u00e9rique : lire, \u00e9crire, enseigner autrement<\/a>","rttpg_excerpt":"Nathalie Perez, professeure de lettres modernes au lyc\u00e9e Beaussier Niveau \/ Discipline Lyc\u00e9e (2de) \u2013 Fran\u00e7ais Entr\u00e9e du programme Le roman et le r\u00e9cit du XVIIIe au XXIe si\u00e8cle : le personnage, ses transformations et ses qu\u00eates Probl\u00e9matique Comment une \u0153uvre num\u00e9rique, par sa multimodalit\u00e9 (texte, image, son), renouvelle-t-elle la lecture, la compr\u00e9hension et l\u2019interpr\u00e9tation\u2026","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/posts\/3493","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/users\/209"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/comments?post=3493"}],"version-history":[{"count":11,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/posts\/3493\/revisions"}],"predecessor-version":[{"id":3528,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/posts\/3493\/revisions\/3528"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/media\/3494"}],"wp:attachment":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/media?parent=3493"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/categories?post=3493"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres\/wp-json\/wp\/v2\/tags?post=3493"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/i>Probl\u00e9matique<\/strong><\/h2>\n
\nEn quoi l\u2019\u00e9tude d\u2019une \u0153uvre num\u00e9rique multimodale permet-elle de repenser les pratiques de lecture et d\u2019interpr\u00e9tation en classe de lettres ?<\/strong><\/p>\n
\n<\/i>Objectifs<\/strong><\/h2>\n
\n
\n<\/i>Description du sc\u00e9nario p\u00e9dagogique<\/strong><\/h2>\n
<\/i>Contexte<\/strong><\/h3>\n
\nElle permet de questionner la transformation des modes de lecture et d\u2019interpr\u00e9tation<\/strong> \u00e0 l\u2019\u00e8re du num\u00e9rique, \u00e0 travers une \u0153uvre immersive et sensible.<\/p>\n
\n<\/i>D\u00e9roulement de la s\u00e9quence (7 s\u00e9ances)<\/strong><\/h2>\n
<\/i>S\u00e9ance 1 \u2013 Introduction : les formes du r\u00e9cit multimodal (2h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/ncovewnowlj9bcp10n989m68o.jpg\")
<\/li>\n<\/ul>\n
\n<\/i>S\u00e9ance 2 \u2013 Entrer dans l\u2019\u0153uvre : premi\u00e8res impressions et lecture multimodale (2h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/jsngvtpuoavyvewv9prvpnq27.jpg\")
<\/li>\n<\/ul>\n
\n<\/i>S\u00e9ance 3 \u2013 Un parcours initiatique et symbolique (2h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/e6zsms28hfjaiuzogq0t5a0a6.png\")
<\/li>\n<\/ul>\n
\n<\/i>S\u00e9ance 4 \u2013 Figures de la m\u00e9tamorphose (2h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/c916isw85p8dohhiw33uco6sd.jpg\")
<\/li>\n<\/ul>\n
\n<\/i>S\u00e9ance 5 \u2013 D\u00e9bat interpr\u00e9tatif : libert\u00e9 ou contrainte ? (1h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/elfbltsai422wde4t30yzd8ui.jpg\")
<\/li>\n
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/kvbh99ohm0c1f36bng92aqaxm.jpg\")
<\/li>\n<\/ul>\n
\n<\/i>S\u00e9ance 6 \u2013 Comprendre le d\u00e9nouement (2h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
\n<\/i>S\u00e9ance 7 \u2013 \u00c9valuation finale : Phallaina, une \u0153uvre hybride (3h)<\/strong><\/h3>\n
\nActivit\u00e9s :<\/strong><\/p>\n\n
![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/cn1su6tgo2s4zumt47oafmstw.jpg\")
\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/rw3u0uogdle16qancf3wplydb.jpg\")
<\/p>\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/hjfdqk06eos5dd40vjzhx745a.jpg\")
<\/p>\n
\n<\/i>\ud83d\udfe9 Usages du num\u00e9rique<\/strong><\/h2>\n
\n
\nCet environnement favorise \u00e0 la fois le travail collaboratif et le d\u00e9veloppement de l\u2019autonomie, en permettant aux \u00e9l\u00e8ves d\u2019acc\u00e9der aux supports, d\u2019\u00e9changer leurs productions et de construire collectivement le sens de l\u2019\u0153uvre.<\/li>\n<\/ul>\n![\"\"](\"https:\/\/minio.apps.education.fr\/codimd-prod\/uploads\/a8b22h03dg5astbkmc00u8l17.png\")
<\/p>\n
\n<\/i>Comp\u00e9tences travaill\u00e9es<\/strong><\/h2>\n
\n
\n<\/i>Int\u00e9r\u00eat p\u00e9dagogique<\/strong><\/h2>\n
\n
\n<\/i>Effets sur les \u00e9l\u00e8ves<\/strong><\/h2>\n
\n
\n<\/i>Valeur ajout\u00e9e et caract\u00e8re innovant<\/strong><\/h2>\n
\nL\u2019innovation repose sur :<\/p>\n\n
\n<\/i>Ressources et mat\u00e9riel<\/strong><\/h2>\n
\n
<\/i>Bibliographie<\/strong><\/h2>\n
\nBrunel, M., Acerra E. & Lacelle, N. (2022). D\u00e9velopper la litt\u00e9ratie num\u00e9rique par l\u2019enseignement de la litt\u00e9rature num\u00e9rique<\/em>, R\u00e9sultats d\u2019une enqu\u00eate exploratoire, 9e Colloque international en \u00e9ducation, CRIFPE, 12-14 avril 2022.
\nBrunel, Magali, Fran\u00e7ois Quet, et Massol Jean-Fran\u00e7ois. Brunel, Magali, Fran\u00e7ois Quet, et Massol Jean-Fran\u00e7ois. L\u2019enseignement de la litt\u00e9rature avec le num\u00e9rique<\/em>. Bruxelles [etc: PIE-Peter Lang, 2018. Print.<\/strong>
\nParam\u00e8tres descriptifs et figures de style des \u0153uvres litt\u00e9raires num\u00e9riques pour la jeunesse<\/em> | La lettre de l\u2019AIRDF, 68. AIRDF, p. 18-22<\/strong><\/p>\n
\n