Vloga lutke v socialnih odnosih v skupini in krepitev sodelovalnega učenja z lutko

• Main Author: Mohorič Kejžar, Helena
• Other Authors: Korošec, Helena
• Format: Bachelor Thesis
• Language: Slovenian
• Published: 2019
• Subjects: lutke; puppets; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=106916; https://repozitorij.uni-lj.si/Dokument.php?id=117705&dn=; https://plus.si.cobiss.net/opac7/bib/12357705 ?lang=sl

Diplomsko delo je sestavljena iz treh delov. V prvem delu opredeljuje teoretične okvire strokovnjakov, ki značilnost lutke postavijo v središče dogajanja. Kot meni avtor Majaron (2006b, str. 97): »Lutka izvira iz ritualov in je zadržala tri nivoje stilizacije, in sicer: vizualni, gibalni in zvočni nivo.« Vsakdanje življenje v vrtcu je zelo povezano z lutko. Pri vzgojno-izobraževalnem delu, povezanem z lutkami, pa je zelo pomembna podpora odraslega, zato v tem delu opredelimo tudi vlogo vzgojitelja. V drugem, empiričnem, delu so opisane različne spontane umetniške dejavnosti z ročnimi lutkami, ki so jih v celoti zasnovali otroci sami. Najprej smo začeli z ustvarjanjem in oblikovanjem vsake posamične lutke, ki je kasneje zaživela v rokah otrok. V osrednjem delu tako poudarimo svoje delo z otroki in ročnimi lutkami, ki so nastajale pri sodelovalnem učenju, ter predstavimo lutkovno predstavo, ki so jo otroci režirali in odigrali sami za druge otroke v vrtcu in svoje družine na zaključnem srečanju skupine. Dosežki vseh otrok v skupini so sproti dokumentirani v empiričnem delu naloge. Diplomsko delo je zaključeno z ugotovitvami o dosežkih in uspehih otrok pri spremljanju, ustvarjanju in reflektiranju lastne igre z ročnimi lutkami ter zavedanju, da sami zmorejo vse, če jim nudimo možnosti za umetniško ustvarjanje, da bi lahko na spontan način krepili sodelovalno učenje z vrstniki pri razvijanju inovativnih lutkovnih predstav. Mnenja otrok, njihove in naše ugotovitve so zapisani sproti in predstavljeni v sklepnem delu diplomskega dela. The first part defines theoretical contexts of experts who place the character of the puppet in the center of activity. According to author Majaron (2006b, p. 97), “the puppet originates from rituals and has retained three levels of stylization: visual, motional and audial level.” Everyday life in a preschool is very much connected to puppets. In educational work that includes puppets, the support of an adult is very important, that is why we also define the role of a teacher in this part of the thesis. The empirical, second part, describes different spontaneous artistic activities with hand puppets entirely designed by children themselves. We started with creating and designing each individual puppet that later came to life in the hands of children. In the central part, I, therefore, focus on my work with children and hand puppets, which were created through the process of cooperative learning, and I also present the puppet show directed and performed by the children themselves, for other children in the preschool and their families at the last meeting of the group. Achievements of all the children in the group are documented in the empirical part of the thesis. The diploma thesis is concluded with findings on the achievements and performances of children in following, creating and reflecting on their own hand puppet play, and their awareness that they can achieve anything if offered an opportunity for artistic expression to strengthen cooperative learning with their peers in a spontaneous way by creating innovative puppet shows. Opinions of children, their and my observations were recorded regularly and are presented in the final part of the diploma thesis.