Gledališko-lutkovno ustvarjanje

izmenjava idej med vzgojiteljem in otrokom

Abstract

Prispevek predstavlja izhodišča umetnostne vzgoje, kot je opredeljena v mednarodnem dokumentu 'Smernice kulturno umetnostne vzgoje' – Road map for Art in Education, v Kurikulumu za vrtce in v izhodiščih filozofije pristopa Reggio Emilia. Vsi ljudje imamo ustvarjalne potenciale. Umetnost omogoča okolje in praktično delo, kjer je učečemu omogočeno dejavno vključevanje v kreativni izkušnji, procesih in razvoj. V okviru teh smernic pa podrobneje obravnavamo gledališko-lutkovno ustvarjanje, pri čemer poudarjamo proces, v katerem vzgojitelj otroke vodi k raziskovanju, razvoju, samoizražanju in k posredovanju idej, konceptov in čustev skozi gledališko-lutkovne uprizoritve. Osnovni elementi drame so igralec, zgodba in občinstvo. V ustvarjalnem in strokovno dobro načrtovanem procesu si lahko vzgojitelj in otroci razdelijo vloge, da bi oblikovali odnos do gledališča in posegli na različna področja otrokovega razvoja. Pristop RE temelji na praksi z refleksijo, katere temelj je projektno delo z dobro interpretacijo nastajajoče dokumentacije. Prav v gledališko-lutkovnem procesu je snemanje, fotografiranje, beleženje idej in izdelkov, ter njihova interpretacija ključna za ustvarjalen gledališki projekt, v katerem si vzgojitelj in otrok delita pravico in odgovornost za nastajajoče ideje. Vzgojitelj igra pri tem vlogo uspešnega žonglerja, ki v pravem tenutku vrže žogo otrokom tako, da so jo ti pripravljeni sprejeti in nadaljevati igro. V prispevku predstavljamo izsledke raziskave, ki smo jo izvedli med vzgojitelji, ki se udeležujejo izobraževanja o vzgojnem pristopu RE, in se nanašajo na načine izvedbe gledališko-lutkovnih dejavnosti v vrtcu z upoštevanjem pristopa RE. Raziskava je pokazala, da je lutka relativno pogosto prisotna v vrtcu, vendar se najpogosteje uporablja za motivacijo k dejavnostim ali pa za ljubljenca skupine, ki je prisoten v igralnici in otroke lahko potolaži v čustveni stiski. Manj pa se izpeljujejo dejavnosti, od spontane igre do vsaj kratkega nastopa pred vrstniki.

Keywords

Reggio Emilia (vzgojni koncept);

Data

Language:	Slovenian
Year of publishing:	2010
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	UL PEF - Faculty of Education
Publisher:	Pedagoška fakulteta
UDC:	373.2
COBISS:	8502857
Parent publication:	Pedagoški koncept Reggio Emilia in Kurikulum za vrtce
Views:	2672
Downloads:	346
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Theatre puppets creativity
Secondary abstract:	The following article presents the basis of art in education as defined in the international document entitled the Road map for Art in Education in the Curriculum for kindergartens, in the basic premise behind the Reggio Emilia Approach. Each person has creative potentials. Art creates the environment and practical work, as it allows the learner to actively gather the experience, to participate in the process and development of creativity. Within the framework of these guidelines, the drama/ puppets creativity is dealt with in greater detail, whereby the process is emphasized, in which the preschool teacher encourage children to explore, develop, self-express and share their ideas, concepts and feelings through drama/ puppet performances. The basic elements of the drama are the player, the story and the audience and in this creative and professionally well developed process, the preschool teachers and children can share the roles in order to develop a relationship with the theatre and to explore various areas of child development stages. The RE approach is based on practice with reflection, which again is based on project work with good interpretation of the developing documentation. In the drama/puppet process, recording, photographing, collecting ideas and products, and their interpretation play the key role in the creative theatre project, in which the preschool teacher and the child share both the right to and responsibility of the idea which is to be developed. The preschool teacher play the role of a successful juggler who at the right moment throws the ball to the children, so that they are ready to accept and continue the play. In the conclusion, the findings of the research, undertaken among the preschool teacher are presented, who participated in trainings on the RE approach to pedagogy and refer to ways of implementing puppet-theatre activities in kindergartens taken into consideration the RE Approach.
Secondary keywords:	pre-school child;puppetry;play;theatre;predšolski otrok;lutke;igra;gledališče;
File type:	application/pdf
Type (COBISS):	Not categorized
Pages:	Str. 307-323
Volume:	2010
ID:	8725415