magistrsko delo
Monika Derenčin (Author), Igor Saksida (Mentor)

Abstract

Slikanica je oblika knjige, ki v enovito celoto združuje besedilo ter ilustracijo – gre za kombinacijo dveh ravni komunikacije, verbalne in vizualne. Njene ključne sestavine so besedilo, ilustracije ter vsebinsko-oblikovni odnos med besedilom in ilustracijami. Mnogi avtorji slikanico uvrščajo med »crossover« literaturo, saj hkrati nagovarja otroškega in odraslega bralca. Ta spoznanja so zelo pomembna tudi za šolski prostor – učitelj namreč pri književnem pouku posega v učenčevo razumevanje in ga s tem spodbuja k dejavni komunikaciji z literaturo. S sistematičnim in organiziranim bralnim procesom želimo bralce usposobiti za samostojno branje književnih besedil, hkrati pa želimo doseči, da bodo radi brali in branje razumeli kot vir užitka ter ugodja (tudi izven šolskega prostora). Dialog pri pouku književnosti poteka na dveh ravneh – med bralcem in besedilom ter med bralci o besedilu. Učenci v »pogovor« z besedilom vstopajo s svojimi pričakovanji, interesi in znanjem ter tako gradijo lasten besedilni svet. S pomočjo dialoga z drugimi bralci pa presežejo raven spontanega lastnega doživetja in spoznavajo druge možnosti, mnenja in argumente (poglabljajo doživetja). Za komunikacijski pouk književnosti je značilna visoka stopnja izbirnosti književnih del, saj želimo izbirati besedila, ki bralca motivirajo ter upoštevajo njegov predstavni in čustveni svet. Književni pouk nudi različne priložnosti za medpredmetno povezovanje, pri tem pa je ključno zavedanje, da umetnostna besedila niso primerna za utrjevanje vsebin iz drugih predmetov in prikazovanje stvarnosti s področja naravoslovja. Bralca namreč uvajajo v domišljijski svet, zato so bolj primerne medpredmetne povezave z likovno, glasbeno in filmsko vzgojo. Odrasli slikanico v branje ponujamo že predšolskim otrokom, osnovnošolci pa se z njo srečujejo predvsem v prvem triletju. Pedagogi mnogokrat pozabljamo, da bi lahko slikanica našla pot tudi v razrede s starejšimi učenci. V skladu z načelom izbirnosti književnih del sem v svoji raziskavi preverila, kako se učenci drugega triletja odzivajo na besedila, ki jih pri pouku ne obravnavajo pogosto – slikanice. Za obravnavo sem izbrala slikanici Madame Butterfly (šesti razred) in Čarobna piščal (četrti razred), ki ju je na podlagi znanih opernih del napisala Helena Kraljič. Uspešno sem ju umestila v književni pouk in ugotovila, da ponujata številne možnosti za kakovosten pogovor o prebranem, medpredmetno povezovanje z glasbeno umetnostjo in načrtovanje raznolikih poustvarjalnih dejavnosti. Učenci so do obravnavanih slikanic razvili pozitiven odnos, prav tako pa se je povečalo njihovo zanimanje za opero. Pri poustvarjalnih nalogah (izdelava stripa oz. pisanje predzgodbe) so bili uspešni, saj sta spodbujali njihovo ustvarjalnost in jim omogočali izražanje lastnih zamisli. Ugotovila sem, da je slikanica ob ustreznem pristopu lahko dobrodošla popestritev književnega pouka v drugem triletju in obenem uspešno motivacijsko sredstvo.

Keywords

opera;komunikacijski pouk književnosti;medpredmetno povezovanje;Helena Kraljič;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Derenčin]
UDC: 821.163.6(02.053.2) (043.2)
COBISS: 12831817 Link will open in a new window
Views: 461
Downloads: 63
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Other data

Secondary language: English
Secondary title: The operas Madame Butterfly and The Magic flute in Helena Kraljič's picture books
Secondary abstract: A picture book is a book that combines text and illustration into a single whole – a combination of two levels of communication, verbal and visual. Its key components are text, illustrations, and the content-form relationship between text and illustrations. Many authors list the picture book under »crossover« literature, as it addresses children and adults alike. These findings are very important for the school environment – namely, a teacher, in literature teaching, interferes with the students' understanding and thus encourages them to actively communicate with literature. Through a systematic and organized reading process, teachers want to train the readers to read literary texts independently, but at the same time they want to make them want to read and understand reading as a source of pleasure and comfort (even outside the school environment). Dialogue in literature classes takes place on two levels – between the reader and the text and between the readers about the text. Pupils enter the »conversation« with the text along with their expectations, interests and knowledge, thus building their own textual world. Through dialogue with other readers, they can go beyond the level of spontaneous personal experience and learn about other options, opinions and arguments. In that way, they deepen their experience. The communicative teaching of literature is characterized by a high level of selection of literary works, since teachers want to choose texts that motivate the reader and take into account his or her representational and emotional world. It offers various opportunities for cross-curricular integration, with the key awareness being that art texts are not suitable for consolidating content from other subjects and representing realities in the field of science. Literature introduces the readers to a fantasy world, which is why cross-curricular connections with art, music and film education are more appropriate. Adults offer picture books already to preschool children, whereas elementary school children are most likely to encounter them in the first three years of learning. Educators often forget that a picture book could find its way into classes with older students as well. For the purpose of this research I tested how older students (4th and 6th grade) respond to texts that they do not often deal with during their lessons – picture books. In accordance with the principle of the teacher's autonomous choice in selecting literary works I picked the picture books Madame Butterfly (sixth grade) and The Magic Flute (fourth grade), written by Helena Kraljič on the basis of famous opera works. I successfully implemented them into the teaching of literature and found out that they offer numerous opportunities for quality conversation about their content, cross-curricular connection with the music arts and planning of various post-reading activities. The students developed a positive attitude towards the books in question, and their interest in opera increased. They have been successful at accomplishing post-reading activities (producing comics or pre-stories), as the selected picture books encouraged their creativity and enabled them to express their ideas. I have found out that with the right approach picture books can become a welcome enrichment in literary instruction of older students and at the same time a successful motivational tool.
Secondary keywords: picture book;slikanica;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: 122 str.
ID: 11506098