TREMA UČENCEV ČETRTEGA IN OSMEGA RAZREDA PRED NASTOPANJEM V OSNOVNI ŠOLI - Fujs, Danijel (D. Fujs, 2009)
V diplomskem delu je obravnavana tematika čustev, strahu, treme, samospoštovanja ter napotki, kako uspešno premagati tremo pred javnim nastopanjem. Želeli smo ugotoviti, kako trema vpliva na počutje učencev četrtih in osmih razredov, kadar imajo glasbeni nastop, se pravi, ko morajo peti, plesati, igrati na inštrument ter kadar imajo verbalni nastop, ko morajo odgovarjati na vprašanja. Med drugim smo želeli ugotoviti kako z leti zaznavamo svojo samopodobo, ali ima trema pred glasbenim oziroma verbalnim nastopom pozitiven ali negativen učinek, kakšen odnos imajo mlajši in starejši otroci do učiteljev, svojih družinskih članov, sošolcev. Prvi del diplomskega dela obravnava teoretične vidike čustev, strahu, treme, samospoštovanje ter napotke kako se treme znebimo oziroma jo reduciramo. Empirični del diplomskega je bil izveden s pomočjo kavzalno neeksperimentalne metode dela. S pomočjo anketnega vprašalnika je bilo ugotovljeno, da je trema v večji meri prisotna pri učencih osmih razredov. Učenci imajo večjo tremo na področju glasbenih spretnosti kot verbalnih. Ugotavljali smo kako njihova samopodoba vpliva na tremo in ugotovili, da imajo mlajši učenci o sebi pozitivnejše mnenje in manj treme. Zanimale so nas metode učencev, s katerimi si pomagajo pri premagovanju treme, pri čemer so v ospredju globoko dihanje, razmišljanje o lepih stvareh, osredotočanje na nastop ter smejanje. Iz rezultatov je razvidno, da si učenci osmih razredov pri premagovanju treme največkrat pomagajo sami, učenci četrtih razredov pa se po pomoč zatečejo k staršem. This diploma paper deals with the subjects of emotions, fear, stage fright, and self-respect including some hints on how to overcome stage fright. We wanted to show how stage fright influences the mental conditions of the pupils when they have a musical performance, when they have to sing, dance, play on an instrument, and verbal performance when answering the questions. There is a greater age difference between the fourth and eight graders therefore I wanted to show the correlation between age and our self-esteem, the relationships of younger and older pupils with their teachers, family members, classmates and whether or not stage fright has negative or positive outcome. The first part of my diploma paper emphasizes the theoretical aspects of emotions, fear, stage fright, self-respect and hints on how to get rid of the stage fright or reduce it. The empirical part contains the analyzed results of the questionnaire. We were discovering about the extent of the stage fright among the participants in the survey with the help of the questionnaire where we were able to see that stage fright is more often present in the lives of the older participants. The greater amount of stage-fright is present during musical performances. We were wondering about the influence their self-image has on their stage-fright and we discovered that the younger students have a much better self-image and less stage-fright. What interested us as well were the methods used by the pupils to overcome their stage fright. The top methods are breathing deeply, thinking about pleasant things, focusing on their performance and laughing. As evident from the results, the younger students turn to their parents to help them overcome stage-fright, and the older students try to cope with the situation on their own.