ENCOURAGING LITERARY AESTHETIC EXPERIENCE BY INTERPRETATIVE STORYTELLING

Diplomska naloga se ukvarja z interpretativnim pripovedovanjem proze, kar lahko z eno (angleško) besedo imenujemo storytelling. Naloga si za osrednji problem postavi literarnoestetsko nespodbudno okolje ter ugotavlja njegov (predvsem neugoden) vpliv na otroka. Nespodbudno okolje primerja z literarnoestetsko spodbudnim in dokazuje njegove prednosti. Izpostavlja vlogo učitelja, ki kot pomemben del otrokove vzgoje lahko s svojim načinom poučevanja kompenzira negativne učinke literarnoestetsko nespodbudnega okolja. Kot eno izmed možnosti navaja poseben način pripovedovanja literarnega besedila — storytelling — in vidi rešitev v njegovi pogostejši aplikaciji pri učni uri mladinske književnosti. Predpostavi, da učitelji z interpretativnim pripovedovanje proze — storytellingom pri učencih dosegajo višje cilje književne vzgoje, saj način podajanja zgodbe vpliva na sposobnost pomnjenja večjega števila informacij ter olajšuje razumevanje zgodbe. Velik del diplomske naloge sloni na empiričnem proučevanju Warda Williama Smitha, ki je v okviru svoje doktorske študije raziskoval vplive različnih načinov podajanja zgodbe na četrtošolcih z različnimi načini procesiranja informacij. Njegovo delo tako empirično podpira to teoretično nalogo, zasleduje vplive storytellinga in hkrati izpostavlja potrebo po nadaljnjem proučevanju tovrstnega načina podajanja zgodb. V zadnjem delu diplomska naloga ponuja nekaj napotkov in smernic, kako se naj učitelj pripravi na takšen način pripovedovanja, ter snuje model učiteljeve priprave na interpretativno pripovedovanje proze — storytelling.My diploma paper deals with interpretive telling of stories – storytelling which is the term used in English. The main problem I focus on in my paper is a non-challenging literary aesthetic environment and its influence (predominantly unfavourable) on a child. A non-challenging environment is compared with aesthetically challenging one. The advantages of the latter are demonstrated. The role of the teacher who plays an important role in each child\u27s upbringing and education is stressed because he/she can compensate for the negative effects of literary aesthetically non-challenging environment by choosing adequate methods of teaching. Storytellling – as one of the possibilities for presenting literary texts – is dealt with and it is suggested to be more frequently used during lessons covering juvenile literature. That teachers who use storytelling achieve higher goals of literary education more easily since the way of presenting stories influences the child\u27s ability to memorize a big number of information and at the same time his/her understanding of the story. A considerable part of my diploma work is based on the empirical research by Ward William Smith. In his thesis he was engaged in the research of influences of different ways of telling stories on fourth graders with different ways of processing information. Thus Mr. Smith\u27s work empirically supports this theoretical work, follows the influences of storytelling, and at the same time stresses the need for further research of such story telling. In the closing part of my diploma paper some instructions and guidelines concerning how the teacher should prepare for such story telling is offered. In addition model lesson plans for the teachers engaged in interpretive telling of fiction – storytelling are conceived