Ekfraza w edukacji polonistycznej (z perspektywy nauczania integrującego)

The article is devoted to the place of ekphrasis in Polish language education. In the light of Henryk Kurczab’s concept of integrative teaching, as well as comparative and interdisciplinary research, using teaching by experiencing, doing, investigating, selected ekphrastic poems by Zbigniew Herbert and Adriana Szymanska and essayistic ekphrases are discussed. The proposed approach proves that the literary fascination with painting present in poetry and essayism of the XX–XXI centuries allows for exploring the dialogue between a poet or an essayist and a painter, as well as between a teacher and students.