Integration of the creative movement method into the third grade of primary school

V diplomskem delu sem raziskovala, kaj je metoda ustvarjalnega giba, kako jo vključiti v pouk in kakšen vpliv ima na razumevanje snovi ter motivacijo učencev v tretjem razredu osnovne šole. Diplomsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu sem opredelila pojme gibanje, ustvarjanje, ustvarjalni gib in predstavila metodo ustvarjalnega giba kot učnega pristopa, kakšen je pomen ustvarjanja z gibom za učence in kako vpliva na celosten razvoj otroka. V empiričnem delu sem do odgovorov svojih raziskovalnih vprašanj prišla tako, da sem na več šolah poučevala različne predmete z različnimi vsebinami, v različnih etapah učnega procesa. Ob tem sem ugotovila, kako pomembno motivacijsko sredstvo je metoda ustvarjalnega giba. Izkazalo se je, da metoda ne vpliva le na motivacijo učencev, ampak tudi na razumevanje same snovi. Izboljša celotno vzdušje v razredu, hkrati vnaša dinamiko, a pripomore k sproščeni razredni klimi, izboljša komunikacijo in odnose med učenci pa tudi med učenci in učiteljem. Tekom raziskave pa sem prišla še do ene ugotovitve, za katero se mi zdi pomembno, da jo omenim. Kljub poudarjanju sodobnih načinov poučevanja, holističnega pristopa, kinestetičnega učenja in celostnega razvoja otrok je učiteljem ta metoda še vedno precej nepoznana.My thesis examines what the method of creative movement is, discusses ways of integrating it into classes, and identifies its impact on subject matter comprehension and motivation of the third-grade pupils. The thesis consists of theoretical and practical part. The terms movement, creation, and creative movement are defined in the theoretical part. Furthermore, the method of creative movement is presented as a learning approach, which was observed in terms of importance for pupils and its impact on children’s overall development. To obtain the answers to my research questions in the practical part, I taught diverse courses at several schools at various stages of the educational process. In the process, the method of creative movement proved to be an important motivational tool. It affects not only pupils’ motivation but also their comprehension of subject matter as such. Acquired knowledge is significantly broadened, long-lasting, as pupils gain knowledge on their own. The method improves class atmosphere – it brings dynamics, but at the same time contributes to relaxed class atmosphere. It improves communication and relations among pupils as well as between pupils and a teacher. In the course of the research, I have reached another finding. I have come across of it completely unintentionally, yet I consider it noteworthy. Despite the ubiquitous propaganda about modern teaching methods, emphasis on holistic approaches, kinaesthetic learning, and children’s overall development, teachers remain relatively unfamiliar with the method