magistrsko delo
Anja Kuhar (Author), Metka Kordigel Aberšek (Mentor)

Abstract

Pravljice so zaradi svojega psihološkega učinka in čarobnosti nepogrešljiv del otroštva in nas spremljajo še dolgo potem, ko odrastemo. Priljubljene so pri avtorjih, ki elemente znanih pravljic pogosto vpletajo v nove tekste, čemur pravimo intertekstualnost. Gre za širjenje pomena teksta z vpletanjem signalov, ki nas vodijo do predhodnih tekstov in ustvarjajo pomensko polje besedila. Da bi bil bralec zmožen zaznati čim večje število signalov, in s tem tekst bolje razumeti, mora poznati čim več predhodnih tekstov, ki so v brani tekst vpeti. Primer intertekstualne bogatosti je animirani film Shrek 2, v katerega so ustvarjalci vtkali elemente vsem znanih pravljic. Osrednje zanimanje v magistrskem delu je bilo namenjeno zmožnosti prepoznavanja intertekstualnih signalov v filmu Shrek 2 učencev prvega in petega razreda in vzrok poznavanja pravljice pri učencih. Po ogledu filma smo s pomočjo nestandardiziranega intervjuja pridobili odgovore učencev, ki so pokazali, da so v prepoznavanju signalov v filmu Shrek 2 uspešnejši starejši učenci. Ti so v povprečju prepoznali večje število intertekstualnih signalov in so zaznali tudi manj očitne intertekstualne signale. Pri ugotavljanju vzroka poznavanja pravljice se je izkazalo, da bolj kot šolski kurikul za pravljice na poznavanje pravljice vpliva medijska inkulturacija (branje pravljic, ogled risank, lutkovnih predstav - zunaj šole). Pravljice torej predstavljajo pomemben del otroštva, otroci pa so intertekstualno bogati, zato pravljice, ki jih poznajo, dobro prepoznavajo v drugih tekstih.

Keywords

magistrska dela;intertekstualnost;pravljice;Grimmove pravljice;film;branje filma;saga Shrek;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [A. Kuhar]
UDC: 82-93:771.531.3(043.2)
COBISS: 28174851 Link will open in a new window
Views: 502
Downloads: 78
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Other data

Secondary language: English
Secondary title: Intertextual signal perception ability development using the movie Shrek 2 as an example
Secondary abstract: Fairy tales are an indispensable part of childhood due to their psychological effect and magic. They stay with us long after we grow up. They are popular with authors, who use elements of well-known fairy tales in new texts. We call this intertextuality, which means expanding the meaning of the text with signal incorporation. The signals then lead us to pre-existing texts and create a meaningful text field. The reader should know as many pre-existing texts that are incorporated, as possible to be able to recognize as many signals as possible to gain a better understanding of the text. Shrek 2 is a good example of rich intertextuality. The creators incorporated elements of well-known fairy tales. The main focus of this thesis was on students' ability to recognize intertextual signals. We focused on first and fifth grade students and the reasons they are familiar with fairy tales. We used unstandardized interview to obtain students' answers after they watched the movie. The results show that older students are more successful at recognizing signals in movie Shrek 2. In general, older students recognized more intertextual signals, what is more, they recognized less obvious intertextual signals. The results show that familiarity with fairy tales is not as related to school curriculum as it is to media inculturation (reading fairy tales, watching cartoons, puppet shows outside of the school). Fairy tales are an important part of childhood, what is more, children are intertextually rich that is why it is easy for them to recognize known fairy tales in new texts.
Secondary keywords: master theses;intertextuality;fairy tales;Grimm fairy tales;movie;movie reading;Shrek saga;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: XII, 151 str., 5 str. pril.
ID: 11859874