Folktale preservation project

Magistrsko delo zajema primer dobre prakse – način ohranjanja kulturne dediščine v osnovni šoli. Osredinja se na ustno slovstvo domačega kraja, ki je izjemno bogato in med mlajšimi generacijami skoraj pozabljeno. V prvem delu magistrskega dela so opisane značilnosti ljudskega izročila, ustnega slovstva, folklore, opredeljene so razlike med pravljico in pripovedjo ter med pripovedovanjem in branjem. Navedeno je tudi že doslej zbrano in objavljeno gradivo ustnega slovstva z območja Kozjanskega in Obsotelja. Da bi bilo mogoče v celoti izkoristiti obravnavano temo pri vzgojno-izobraževalnem delu z učenci, je bil pod drobnogledom učni načrt za prvo vzgojno-izobraževalno obdobje in iskanje možnosti za vključevanje ljudskega izročila v pouk književnosti ter povezovanje z drugimi predmeti v obliki projektnega dela. Predstavljeno je nekaj metod, s katerimi učitelj pomaga otrokom do polnejšega doživljanja literarnih besedil in motivacije za branje z igro vlog. Slovensko ljudsko izročilo je del kulturne dediščine, zato ne bi smelo biti spregledano kot eno od izhodišč za vzgojno-izobraževalni proces, saj je pomembno in življenjsko, da izhajamo iz zgodovine naših prednikov ter otrokom tako omogočimo postopno dojemanje pomena preteklosti. Zavedati se moramo, da pričakovanih in zahtevanih ciljev v šoli ni mogoče doseči, če učitelji nimajo interesa ali niso usposobljeni, da bi z ljudskim izročilom seznanjali učence. Običajno poznavanje peščice ljudskih pesmi, ljudskih pravljic, izštevank in iger, ki jih je mogoče najti v obstoječih potrjenih učnih gradivih, ne zadošča. Zaskrbljujoče spregledano je tudi področje ljudskih plesov. Tudi študij poučevanja na razredni stopnji ljudskega izročila posebej ne poudarja, razen če ga študent sam izbere pri izbirnih vsebinah, seminarskih nalogah in podobno. V drugem delu magistrskega dela je celovito predstavljen projekt obravnave ljudskih pripovedi v 1. in 2. razredu, in sicer v okviru pouka književnosti, na dnevih dejavnosti, popoldanskih delavnicah s starši, sodelovanja z zunanjimi poznavalci obravnavane tematike ipd. S tem sem tako pri učencih kot tudi njihovih starših vplivala na poznavanje, drugačno prebiranje in razumevanje ljudskega ustnega slovstva iz domačega kraja, ki pojasni številne kulturne-zgodovinske znamenitosti. Z gledališko uprizoritvijo, knjižno zbirko ljudskih pripovedi z izdelki otrok in fotografijami ter DVD-posnetkom sem zagotovo vplivala na trajnost znanja učencev. Pričujoče magistrsko delo se navezuje na področje književnosti in vključuje elemente projektnega dela na razredni stopnji v osnovnošolskem izobraževanju. Z nastalim učnim gradivom želim spodbuditi druge učitelje, da bi bolj smelo zajadrali na področje slovenskega ljudskega izročila in obogatili pouk ter ohranjali slovensko tradicijo.My master\u27s thesis deals with an example of good practice – how to foster the preservation of cultural heritage in primary school. I focused on oral literature in my local environment which is extremely rich and almost forgotten among the younger generation. In the first part of my master’s thesis I described the characteristics of folk heritage, oral literature and folklore, I defined the difference between a fairy-tale and a tale and between the telling and the reading of stories and stated the material of oral literature of the Kozjansko and Obsotelje regions collected and published to date. In order to take full advantage of the subject at issue in the educational process I focused on the syllabus for the first educational period of primary school and the possibilities how to incorporate folk heritage in literature classes and connect it with other subjects in the form of project work. I also presented some methods through which a teacher could help children get a fuller experience of literary texts and motivate them to read through role play. The Slovenian folk heritage is part of the cultural heritage and should therefore not be overlooked in the educational process, because it is important that children become acquainted with the history of their ancestors and gradually perceive the value of the past. We must be aware that the expected and required objectives at school cannot be achieved if teachers are not interested in acquainting pupils with folk heritage or are not qualified to do so. The common knowledge of some folk songs and folktales, counting-out rhymes and games which can be found in the existing approved teaching material is not sufficient. The acquaintance with folk dances is also worrisome. Besides, the study course “First-cycle teaching in primary schools” does also not place enough emphasis on folk heritage. Faculty students can only choose this theme in optional subjects, for seminar papers and similar. In the second part of my master’s thesis I presented the course of the project of introducing and discussing folk tales in the first and second grade of primary school, i.e. within the framework of literature classes, activity days, afternoon workshops with parents, in cooperation with experts in this field etc.. In this way the pupils and their parents have broadened their knowledge of this topic and have got a different insight in and understanding of folk oral literature from the local environment which can explain many a cultural and historical sight. Through a theatre performance, a book collection of folk tales, crafts made by children, photos and a DVD-recording I have definitely contributed to the pupils’ sustainable knowledge on this subject. My master’s thesis refers to literature and includes elements of project work in the first three-year cycle of primary school education. With my work I wish to encourage other teachers to take a bolder approach to the Slovenian folk heritage in the educational process and therewith enrich their classes and at the same time preserve Slovenian tradition