Between text and visually supported narration - comparison between a fairy tale and an animated film

Magistrsko delo sem razdelila na teoretični in raziskovalni del. Teoretični del vključuje zgodovino pravljic in risank ter njihovo opredelitev. Skozi didaktični vidik opredelim pomen branja in književnosti za učence in otroke ter izpostavim vlogo šole ter staršev pri razvoju bralnih in kognitivnih sposobnosti otrok. Hkrati tudi opišem vpliv risank na pomanjkanje domišljije otrok. V delu pišem tudi o prilagajanju književnosti v današnjem času zaradi vpliva sodobnih medijev. Z namenom ugotavljanja domišljijskih predstav otrok pri raziskovalnem delu primerjam ilustracije (risbe), ki so jih učenci naredili po prebranem literarnem delu ter po ogledani risanki. Primerjala sem tako domišljijske predstave učencev, analizirala anketni vprašalnik ter poiskala vsebinske razlike, ki se pojavijo med obravnavanim literarnim delom ter vizualno podprto pripovedjo (risanko). V raziskavi je sodelovalo 20 učencev drugega razreda ter 15 učencev prvega razreda. Ugotovila sem, da v povprečju učenci drugega razreda doma sami berejo vsak dan, učenci prvega razreda pa največkrat berejo več kot enkrat na teden. Drugošolci in prvošolci v povprečju risanke gledajo vsak dan. Prav tako sem ugotovila, da je bila večini kot literarno delo bolj všeč risanka Svinjski pastir.I divided my master\u27s thesis into theoretical and research parts. The theoretical part covers the history of fairytales and cartoons, as well as their definition. Through the didactic aspect, I define the importance of reading and literature for students and children and highlight the role of school and parents in developing children\u27s reading and cognitive abilities. At the same time, I also describe the impact of cartoons on children’s lack of imagination. Through my work, I also write about the adaptation of literature today due to the influence of modern media. To determine the imaginary representations of children in the research work, I compare the illustrations (drawings) that children made after reading the literary work and after watching the cartoon. I compared the children\u27s imaginary performances, analyzed the questionnaire, and looked for the differences in content that appear between the literary work in question and the visually supported narrative (cartoon). The study involved 20 second-graders and 15 first-graders. I found that, on average, second-graders read at home on their own every day while first-graders most often read more than once a week. Second-graders and first-graders watch cartoons on average every day. I also found that most liked the cartoon The swineherd more than the literary work