Theatre as a part of literary education

V magistrski nalogi smo raziskovali pomembnost sistematičnega razvijanja recepcijske zmožnosti gledališke predstave pri otrocih. Razvili smo didaktični model za razvijanje recepcijske zmožnosti gledališke predstave, s katerim smo usmerjali otrokovo pozornost v besedilne signale, ki jih vsebuje gledališka predstava, in sicer njene literarne in njene dramske elemente. Predvidevali smo, da bo tako sistematično razvijanje gledališke vzgoje privedlo do boljšega zaznavanja besedilnih signalov in do kakovostnejše interpretacije gledališke predstave. V teoretičnem delu magistrskega dela smo predstavili estetiko recepcije, literarno recepcijo po posameznih obdobjih otrokovega razvoja in komunikacijski model književne vzgoje. Nato smo se osredotočili na gledališče, njegovo sestavo, obliko in zvrsti. Ob študiju domače in tuje literature smo predstavili dramatiko in gledališče v izobraževalnem procesu ter dramskogledališke dejavnosti v osnovnih šolah. Na koncu smo opredelili še pomen otroške gledališke predstave za otrokov razvoj in pravila obnašanja v gledališču. V empiričnem delu naloge smo preverili uspešnost didaktičnega modela za razvijanje recepcijske zmožnosti gledališke predstave, in sicer smo interpretirali odgovore otrok na vprašanja o zaznavanju in razumevanju književnih oseb, književnega časa, književnega prostora in književnega dogajanja gledališke predstave. Primerjali smo odgovore otroka, ki je bil predhodno pripravljen na ogled gledališke predstave s pomočjo didaktičnega modela za razvijanje recepcijske zmožnosti gledališke predstave, in otroka, ki ni bil predhodno pripravljen na ogled gledališke predstave, ter med njima iskali razlike. Potrdili smo zastavljene hipoteze ter odprli možnosti za nadaljnje raziskovanje na tem področju.In the Master\u27s thesis we investigated the importance of the systematic development of children\u27s receptive abilities of a theatrical performance. We developed a didactic model for developing a child\u27s receptive abilities of a theatrical performance that turned a child\u27s attention to the textual signals contained in the theatrical performance, namely its literary and dramatic elements. We predicted that such a systematic development of theatre education would lead to a better perception of textual signals as well as a better interpretation of the theatre performance. In the theoretical part of the Master\u27s thesis we presented the aesthetics of reception, literary reception in individual periods of a child\u27s development and a communicative model of literary education. We then focussed on theatre, theatre structure, form and genres. Whilst studying domestic and foreign literature, we presented drama and theatre in the educational process and those activities in primary schools. In the end we defined the importance of children\u27s theatre performance for their development and the rules of behavior in theatre. In the empirical part of the Master\u27s thesis we measured the didactic model\u27s success at developing the receptive abilitis of a theatrical performance. We interpreted children\u27s answers to questions about the perception and understanding of literary figures, literary time, literary space and the literary\u27s plot of a theatrical performance. We compared the responses of a child who was prepared for the teatrical performance using a didactic model to develop the receptive abilities of a theatrical performance with those of a child who was not prepared and looked for differences between them. We confirmed the hypotheses and opened possibilities for further research in this field