Vesna Geršak - Academia.edu (original) (raw)

Papers by Vesna Geršak

Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu,... more Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu, ki združuje dva pola, pedagoški (procesni) model in model profesionalnega učenja plesa. Pedagoški model je osnovan na procesu kot najpomembnejšem elementu plesnega ustvarjanja in večinoma izključuje končni rezultat. Model profesionalnega učenja plesa pa ima objektivne cilje in je naravnan na rezultat plesno koreografijo, ki je v večini primerov že vnaprej sestavljena in ne dopušča participacije otrok. V prispevku oba modela povežemo z rezultati raziskave o stanju na področju plesne vzgoje v slovenskih vrtcih in ugotovitvami pri delu z izrednimi študenti ter vzgojitelji v vrtcu. Predstavljene so smernice, ki združujejo dva nasprotna modela, pedagoškega in profesionalnegainterpretiramo jih s cilji in izvajanjem kurikula za vrtce na področju plesa. Zaključujemo, da je za kakovostno izvajanje plesne umetnosti v predšolskem obdobju ključno povezovanje obeh modelov, saj le na tak način plesne...

Ustvarjalni gib je aktiven pristop ucenja in poucevanja raznih vsebin s pomocjo telesa. Opredelim... more Ustvarjalni gib je aktiven pristop ucenja in poucevanja raznih vsebin s pomocjo telesa. Opredelimo ga kot pristop, oziroma nacin dela, pri katerem otroci z gibanjem izražajo, oblikujejo in ustvarjajo razlicne ucno-vzgojne vsebine. Ko govorimo o ustvarjalnem gibu kot pristopu za ucenje in poucevanje razlicnih vsebin kurikuluma, se naslanjamo na dve podrocji; na eni strani na gibanje, na drugi pa na umetnost. Pri implementaciji ustvarjalnega giba v solski prostor sta to dve nelocljivi celoti, saj pristop zagovarja proces ucenja, kjer uporabljamo gibanje, po drugi strani pa se skozi gib tudi izražamo in osebnostno rastemo. Pristop torej vzporedno dosega cilje gibalnega podrocja in umetnostnega podrocja v smislu integracije oziroma medpredmetnega povezovanja. V slovenskih osnovnih solah se ustvarjalni gib ne implementira v veliki meri na vseh predmetnih podrocjih in je med ucitelji dokaj neznan ucni pristop, saj sistematicno in formalno izobraževanje za ustvarjalni gib pri nas se ni dod...

This article presents a pilot study of one of the holistic types of teaching, i.e. the kinaesthet... more This article presents a pilot study of one of the holistic types of teaching, i.e. the kinaesthetic approach, to teach and learn complex topics at a university level. Lectures on two topics of second year electrical engineering laboratory exercises were conducted using the creative movement method. The control group of students was taught using the classic audio and visual ex-cathedra method. The experimental group was taught the same topics by means of the holistic kinaesthetic method. The groups were, then, compared using questionnaires, short written quizzes and written examinations. The results of the comparison indicate an improved understanding and better examination results within the experimental group, indicating that using holistic teaching methods is suitable and advisable even in higher education. The addition of holistic elements, such as creative movement, increased students’ motivation and attention, and enhanced active engagement in learning, which resulted in improv...

Studying response of human autonomous nervous system is known to be useful to evaluate the emotio... more Studying response of human autonomous nervous system is known to be useful to evaluate the emotional state, mental load and other psychological characteristics of man. In education, psychophysiological measurements can be used for studying children psychology in order to evaluate effectiveness of teaching methods, pupil’s relaxation, readiness to learn, comfort etc. A more relaxed child within a modern holistic teaching approach learns more and more effectively and is more motivated. In this paper three experiments using a portable measuring system on elementary school pupils are described and evaluation of measuring anxiety (psychological effect, caused by awareness of being measured and resulting in changes of physiological signals) discussed.

This paper considers the possibility of cross-curricular integration and the integration of creat... more This paper considers the possibility of cross-curricular integration and the integration of creative movement/dance activities that appear in all areas of teaching and learning in primary schools. It highlights the importance of creative movement in child development and presents creative teaching methods as a part of holistic learning in primary schools. In this paper, an overview of some theories, approaches, and practices that emphasize the use of the body in learning processes (e.g. creative movement approach, holistic learning, and Gardner’s multiple intelligences) is presented. This paper is a review of recent research that deals with the usage and effects of the creative movement as a holistic teaching method in primary school programmes in Slovenia. It highlights the importance of including creative movement methods into primary school lessons from psychological, pedagogical, and didactic points of view. A qualitative analysis of over 200 reports made by Slovenian teachers, ...

Umetnost v vzgoji v vrtcih in šolah, Sep 1, 2022

V raziskavi nas je zanimal pomen vključevanja umetniških izkušenj v vzgojnoizobraževalni proces v... more V raziskavi nas je zanimal pomen vključevanja umetniških izkušenj v vzgojnoizobraževalni proces v okviru projekta Razvijanje sporazumevalnih zmožnosti s kulturno-umetnostno vzgojo (SKUM). V analizo smo zajeli štiri evalvacijska poročila iz vrtcev, šest poročil iz osnovnih in dve poročili iz srednjih šol. Uporabljena je bila kvalitativna analiza gradiva, s pomočjo katere smo prepoznali širša in ožja področja pomena učenja s pomočjo umetniških izkušenj. Rezultati so pokazali na šest področij delovanja, ki so bila značilna za sodelujoče v projektu: nove umetniške izkušnje (189 zapisov), sporazumevalne zmožnosti (123 zapisov), znanje in refleksija (106 zapisov), medosebni odnosi (104 zapisi), čustva in osebnostna rast (96 zapisov) ter ustvarjalnost (29 zapisov). Omenjeni rezultati kažejo, da so sodelujoči v procesu umetniških izkušenj v vzgojnoizobraževalnem procesu prepoznali pomen umetnosti za različna področja delovanja, ki smo jih kot pomembna želeli razviti skozi projekt.

Uporaba ustvarjalnega giba kot učnega pristopa pri pouku je primer celostnega učenja, ki združuje... more Uporaba ustvarjalnega giba kot učnega pristopa pri pouku je primer celostnega učenja, ki združuje kinestetične, plesne, neverbalne in verbalne dejavnosti. Koff (2000, 27) meni, da se otroci učijo uporabljati neverbalno izražanje, da sporočajo, kako se počutijo in mislijo. Telesno-gibalna inteligenca je znana kot ena od mnogoterih (Gardner 1995), vendar je med najbolj podcenjenimi v naših šolah. Znati opazovati gibanje otrokovega telesa v razredu zahteva pomemben preskok v našem dojemanju znanja, šolske tradicije in besednjaka. Nujno bi bilo, da bi se vsak učenec imel možnost učiti na različne načine in da bi mu bila dana možnost raznovrstnih učnih pristopov (Blumenfeld-Jones 2004, 120). V prispevku je poudarjen pomen ustvarjalnega giba kot učnega pristopa v otrokovem razvoju. Predstavljeni so nekatere teorije, pristopi in prakse, ki poudarjajo uporabo telesa v učnem procesu. Navedene so tudi nekatere raziskave o možganih, ki poudarjajo uporabo kinestetičnega poučevanja in aktivnega ...

The study focuses on students’ emotion expression during geometry teaching including creative mov... more The study focuses on students’ emotion expression during geometry teaching including creative movement (experimental group or EG) and without it (control group or CG). The sample (N = 104) was made up of primary school (second-grade) students: 66 were assigned to the EG and 38 to the CG. Of these, 12 students from the EG and 8 from the CG were randomly selected for observation of emotion: type, intensity, triggering situation, and response of others. For the observed students, the intensity of emotion expression was also measured by the facial expression recognition software FaceReader. All of the students self-assessed their contentedness with the teaching. The students in the EG and the CG expressed various emotions, with joy being the most prevalent, followed by anger. The most frequent situations triggering joy were activities in the EG and the CG. The intensity of joy was higher in the EG than in the CG when assessed by observation, but there was no significant difference when ...

V sodobnih raziskavah je mogoče zaslediti, da nevroznanost pomembno vpliva na spremembe v tradici... more V sodobnih raziskavah je mogoče zaslediti, da nevroznanost pomembno vpliva na spremembe v tradicionalnih pristopih k razumevanju kognitivnega razvoja in ponuja nove teoretične okvire za raziskovanje v kognitivni in razvojni psihologiji (Tancig 2008). Dognanja so neposredno povezana tudi z vzgojo in izobraževanjem. Razsežnosti, ki jih ponujajo izsledki kognitivne znanosti (predvsem nevroznanosti), osvetljujejo tudi pomen vključevanja telesa v proces vzgoje in izobraževanja. Poudarja se povezanost med človekovo telesno oziroma gibalno dejavnostjo in kognicijo

The need for physical, embodied activities in everyday life and communication in technologically ... more The need for physical, embodied activities in everyday life and communication in technologically advanced societies is gradually disappearing. The lack of physical daily activity may be critical for children's development. Diverse physical activity represents the basis for healthy development and learning. This paper summarizes the main conclusions of a research on beliefs and attitudes of 112 teachers, concentrating on the role of physical activity within learning and teaching methods and integration of movement in the teaching and the effects perceived by the teachers and the pupils. The data obtained were compared in relation to teachers' perceptions of self-efficacy and burnout in teaching. The study used quantitative and qualitative research approaches. The main results of the research show that the training on the use of creative movement contributed to the positive attitudes of teachers about learning through movement. After the training, the teachers' attitudes t...

The paper presents measuring instrumentation suitable for a classroom use and to study learning a... more The paper presents measuring instrumentation suitable for a classroom use and to study learning and teaching by means of objective measures. The basic types of instruments used in the classroom for different purposes are presented, such as determination of the students’ well-being, assessment of their engagement in work, evaluation of differences in their motivation, relaxation, focus and attention when different teaching approaches are used. In general, instruments can be either wearable or desktop. The former are attached to students (or their teachers) in a school environment to measure their physiology (e.g. heart rate, respiration rate, skin conductance, skin temperature, heat flow, blood pressure, etc.), and the latter allow the study of the psychological correlation between educational and physiological measures in controlled laboratory conditions. Some examples are given from various physiological studies in the field of education in the Slovenian primary schools.

In this article, we present dance in kindergarten in terms of what is specified by the Slovenian ... more In this article, we present dance in kindergarten in terms of what is specified by the Slovenian national curriculum for kindergartens. We analyse the similarities between the Italian Reggio Emilia pedagogical model and the British Midway model for dance. The common features of these models emphasize the child’s creative process and participation, while stressing the teacher’s role in encouraging the child to explore dance elements playfully, and not to create schematic, formulaic choreography. By means of our study, we investigate the current status of these features in Slovenian kindergartens. Our conclusion is that relaxation activities are widely used in practice. On the other hand, schematic choreography is still used even though it is not recommended by the Slovenian national curriculum.

Creative movement is an active approach to teaching, using the body to learn numerous topics. It ... more Creative movement is an active approach to teaching, using the body to learn numerous topics. It can be defined as an approach in which children use movement to express, form and create a variety of learning content in a range of school subjects. When talking about creative movement as an approach to teaching subjects on the school curriculum, the focus rests firmly on the following two areas: movement, on the one hand, and arts concepts, on the other. When implementing creative movement in the classroom these two areas are inseparable, since this approach encourages the use of movement in the learning process, while understanding that movement is also a means of self-expression and personal growth. Accordingly, this method achieves the objectives of both the movement and arts fields, insofar as it offers cross-curricular integration. In Slovenian primary schools this method is not practised very often or in many subject areas, and it is not widely known among teachers, because a fo...

Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu,... more Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu, ki združuje dva pola, pedagoski (procesni) model in model profesionalnega ucenja plesa. Pedagoski model je osnovan na procesu kot najpomembnejsem elementu plesnega ustvarjanja in vecinoma izkljucuje koncni rezultat. Model profesionalnega ucenja plesa pa ima objektivne cilje in je naravnan na rezultat plesno koreografijo, ki je v vecini primerov že vnaprej sestavljena in ne dopusca participacije otrok. V prispevku oba modela povežemo z rezultati raziskave o stanju na podrocju plesne vzgoje v slovenskih vrtcih in ugotovitvami pri delu z izrednimi studenti ter vzgojitelji v vrtcu. Predstavljene so smernice, ki združujejo dva nasprotna modela, pedagoskega in profesionalnega; interpretiramo jih s cilji in izvajanjem kurikula za vrtce na podrocju plesa. Zakljucujemo, da je za kakovostno izvajanje plesne umetnosti v predsolskem obdobju kljucno povezovanje obeh modelov, saj le na tak nacin ples...

Naklada 400 izvodov ©2010 avtorji Knjigo financira Evropska unija iz Evropskega socialnega sklada... more Naklada 400 izvodov ©2010 avtorji Knjigo financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. CIP-Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 373.2.091.4(082) 373.2.016(082) PEDAGOŠKI koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v različnosti / uredniki Tatjana Devjak ... [et al.].-Ljubljana: Pedagoška fakulteta, 2010 ISBN 978-961-253-052-5 1. Devjak, Tatjana 2. Kurikulum za vrtce 252457216 Pedagoška fakulteta Univerze v Ljubljani je izključni imetnik vseh materialnih avtorskih pravic te publikacije. Prepovedano je kopiranje ali kakršnokoli razmnoževanje dela brez dovoljenja založbe in avtorjev.

Za izdajatelja Janez Krek, dekan Oblikovanje in prelom Igor Cerar Tisk Tiskarna Littera picta d.o... more Za izdajatelja Janez Krek, dekan Oblikovanje in prelom Igor Cerar Tisk Tiskarna Littera picta d.o.o. Ljubljana Naklada 700 izvodov ©2009 avtorji Knjigo financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za

Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu,... more Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu, ki združuje dva pola, pedagoški (procesni) model in model profesionalnega učenja plesa. Pedagoški model je osnovan na procesu kot najpomembnejšem elementu plesnega ustvarjanja in večinoma izključuje končni rezultat. Model profesionalnega učenja plesa pa ima objektivne cilje in je naravnan na rezultat plesno koreografijo, ki je v večini primerov že vnaprej sestavljena in ne dopušča participacije otrok. V prispevku oba modela povežemo z rezultati raziskave o stanju na področju plesne vzgoje v slovenskih vrtcih in ugotovitvami pri delu z izrednimi študenti ter vzgojitelji v vrtcu. Predstavljene so smernice, ki združujejo dva nasprotna modela, pedagoškega in profesionalnegainterpretiramo jih s cilji in izvajanjem kurikula za vrtce na področju plesa. Zaključujemo, da je za kakovostno izvajanje plesne umetnosti v predšolskem obdobju ključno povezovanje obeh modelov, saj le na tak način plesne...

Ustvarjalni gib je aktiven pristop ucenja in poucevanja raznih vsebin s pomocjo telesa. Opredelim... more Ustvarjalni gib je aktiven pristop ucenja in poucevanja raznih vsebin s pomocjo telesa. Opredelimo ga kot pristop, oziroma nacin dela, pri katerem otroci z gibanjem izražajo, oblikujejo in ustvarjajo razlicne ucno-vzgojne vsebine. Ko govorimo o ustvarjalnem gibu kot pristopu za ucenje in poucevanje razlicnih vsebin kurikuluma, se naslanjamo na dve podrocji; na eni strani na gibanje, na drugi pa na umetnost. Pri implementaciji ustvarjalnega giba v solski prostor sta to dve nelocljivi celoti, saj pristop zagovarja proces ucenja, kjer uporabljamo gibanje, po drugi strani pa se skozi gib tudi izražamo in osebnostno rastemo. Pristop torej vzporedno dosega cilje gibalnega podrocja in umetnostnega podrocja v smislu integracije oziroma medpredmetnega povezovanja. V slovenskih osnovnih solah se ustvarjalni gib ne implementira v veliki meri na vseh predmetnih podrocjih in je med ucitelji dokaj neznan ucni pristop, saj sistematicno in formalno izobraževanje za ustvarjalni gib pri nas se ni dod...

This article presents a pilot study of one of the holistic types of teaching, i.e. the kinaesthet... more This article presents a pilot study of one of the holistic types of teaching, i.e. the kinaesthetic approach, to teach and learn complex topics at a university level. Lectures on two topics of second year electrical engineering laboratory exercises were conducted using the creative movement method. The control group of students was taught using the classic audio and visual ex-cathedra method. The experimental group was taught the same topics by means of the holistic kinaesthetic method. The groups were, then, compared using questionnaires, short written quizzes and written examinations. The results of the comparison indicate an improved understanding and better examination results within the experimental group, indicating that using holistic teaching methods is suitable and advisable even in higher education. The addition of holistic elements, such as creative movement, increased students’ motivation and attention, and enhanced active engagement in learning, which resulted in improv...

Studying response of human autonomous nervous system is known to be useful to evaluate the emotio... more Studying response of human autonomous nervous system is known to be useful to evaluate the emotional state, mental load and other psychological characteristics of man. In education, psychophysiological measurements can be used for studying children psychology in order to evaluate effectiveness of teaching methods, pupil’s relaxation, readiness to learn, comfort etc. A more relaxed child within a modern holistic teaching approach learns more and more effectively and is more motivated. In this paper three experiments using a portable measuring system on elementary school pupils are described and evaluation of measuring anxiety (psychological effect, caused by awareness of being measured and resulting in changes of physiological signals) discussed.

This paper considers the possibility of cross-curricular integration and the integration of creat... more This paper considers the possibility of cross-curricular integration and the integration of creative movement/dance activities that appear in all areas of teaching and learning in primary schools. It highlights the importance of creative movement in child development and presents creative teaching methods as a part of holistic learning in primary schools. In this paper, an overview of some theories, approaches, and practices that emphasize the use of the body in learning processes (e.g. creative movement approach, holistic learning, and Gardner’s multiple intelligences) is presented. This paper is a review of recent research that deals with the usage and effects of the creative movement as a holistic teaching method in primary school programmes in Slovenia. It highlights the importance of including creative movement methods into primary school lessons from psychological, pedagogical, and didactic points of view. A qualitative analysis of over 200 reports made by Slovenian teachers, ...

Umetnost v vzgoji v vrtcih in šolah, Sep 1, 2022

V raziskavi nas je zanimal pomen vključevanja umetniških izkušenj v vzgojnoizobraževalni proces v... more V raziskavi nas je zanimal pomen vključevanja umetniških izkušenj v vzgojnoizobraževalni proces v okviru projekta Razvijanje sporazumevalnih zmožnosti s kulturno-umetnostno vzgojo (SKUM). V analizo smo zajeli štiri evalvacijska poročila iz vrtcev, šest poročil iz osnovnih in dve poročili iz srednjih šol. Uporabljena je bila kvalitativna analiza gradiva, s pomočjo katere smo prepoznali širša in ožja področja pomena učenja s pomočjo umetniških izkušenj. Rezultati so pokazali na šest področij delovanja, ki so bila značilna za sodelujoče v projektu: nove umetniške izkušnje (189 zapisov), sporazumevalne zmožnosti (123 zapisov), znanje in refleksija (106 zapisov), medosebni odnosi (104 zapisi), čustva in osebnostna rast (96 zapisov) ter ustvarjalnost (29 zapisov). Omenjeni rezultati kažejo, da so sodelujoči v procesu umetniških izkušenj v vzgojnoizobraževalnem procesu prepoznali pomen umetnosti za različna področja delovanja, ki smo jih kot pomembna želeli razviti skozi projekt.

Uporaba ustvarjalnega giba kot učnega pristopa pri pouku je primer celostnega učenja, ki združuje... more Uporaba ustvarjalnega giba kot učnega pristopa pri pouku je primer celostnega učenja, ki združuje kinestetične, plesne, neverbalne in verbalne dejavnosti. Koff (2000, 27) meni, da se otroci učijo uporabljati neverbalno izražanje, da sporočajo, kako se počutijo in mislijo. Telesno-gibalna inteligenca je znana kot ena od mnogoterih (Gardner 1995), vendar je med najbolj podcenjenimi v naših šolah. Znati opazovati gibanje otrokovega telesa v razredu zahteva pomemben preskok v našem dojemanju znanja, šolske tradicije in besednjaka. Nujno bi bilo, da bi se vsak učenec imel možnost učiti na različne načine in da bi mu bila dana možnost raznovrstnih učnih pristopov (Blumenfeld-Jones 2004, 120). V prispevku je poudarjen pomen ustvarjalnega giba kot učnega pristopa v otrokovem razvoju. Predstavljeni so nekatere teorije, pristopi in prakse, ki poudarjajo uporabo telesa v učnem procesu. Navedene so tudi nekatere raziskave o možganih, ki poudarjajo uporabo kinestetičnega poučevanja in aktivnega ...

The study focuses on students’ emotion expression during geometry teaching including creative mov... more The study focuses on students’ emotion expression during geometry teaching including creative movement (experimental group or EG) and without it (control group or CG). The sample (N = 104) was made up of primary school (second-grade) students: 66 were assigned to the EG and 38 to the CG. Of these, 12 students from the EG and 8 from the CG were randomly selected for observation of emotion: type, intensity, triggering situation, and response of others. For the observed students, the intensity of emotion expression was also measured by the facial expression recognition software FaceReader. All of the students self-assessed their contentedness with the teaching. The students in the EG and the CG expressed various emotions, with joy being the most prevalent, followed by anger. The most frequent situations triggering joy were activities in the EG and the CG. The intensity of joy was higher in the EG than in the CG when assessed by observation, but there was no significant difference when ...

V sodobnih raziskavah je mogoče zaslediti, da nevroznanost pomembno vpliva na spremembe v tradici... more V sodobnih raziskavah je mogoče zaslediti, da nevroznanost pomembno vpliva na spremembe v tradicionalnih pristopih k razumevanju kognitivnega razvoja in ponuja nove teoretične okvire za raziskovanje v kognitivni in razvojni psihologiji (Tancig 2008). Dognanja so neposredno povezana tudi z vzgojo in izobraževanjem. Razsežnosti, ki jih ponujajo izsledki kognitivne znanosti (predvsem nevroznanosti), osvetljujejo tudi pomen vključevanja telesa v proces vzgoje in izobraževanja. Poudarja se povezanost med človekovo telesno oziroma gibalno dejavnostjo in kognicijo

The need for physical, embodied activities in everyday life and communication in technologically ... more The need for physical, embodied activities in everyday life and communication in technologically advanced societies is gradually disappearing. The lack of physical daily activity may be critical for children's development. Diverse physical activity represents the basis for healthy development and learning. This paper summarizes the main conclusions of a research on beliefs and attitudes of 112 teachers, concentrating on the role of physical activity within learning and teaching methods and integration of movement in the teaching and the effects perceived by the teachers and the pupils. The data obtained were compared in relation to teachers' perceptions of self-efficacy and burnout in teaching. The study used quantitative and qualitative research approaches. The main results of the research show that the training on the use of creative movement contributed to the positive attitudes of teachers about learning through movement. After the training, the teachers' attitudes t...

The paper presents measuring instrumentation suitable for a classroom use and to study learning a... more The paper presents measuring instrumentation suitable for a classroom use and to study learning and teaching by means of objective measures. The basic types of instruments used in the classroom for different purposes are presented, such as determination of the students’ well-being, assessment of their engagement in work, evaluation of differences in their motivation, relaxation, focus and attention when different teaching approaches are used. In general, instruments can be either wearable or desktop. The former are attached to students (or their teachers) in a school environment to measure their physiology (e.g. heart rate, respiration rate, skin conductance, skin temperature, heat flow, blood pressure, etc.), and the latter allow the study of the psychological correlation between educational and physiological measures in controlled laboratory conditions. Some examples are given from various physiological studies in the field of education in the Slovenian primary schools.

In this article, we present dance in kindergarten in terms of what is specified by the Slovenian ... more In this article, we present dance in kindergarten in terms of what is specified by the Slovenian national curriculum for kindergartens. We analyse the similarities between the Italian Reggio Emilia pedagogical model and the British Midway model for dance. The common features of these models emphasize the child’s creative process and participation, while stressing the teacher’s role in encouraging the child to explore dance elements playfully, and not to create schematic, formulaic choreography. By means of our study, we investigate the current status of these features in Slovenian kindergartens. Our conclusion is that relaxation activities are widely used in practice. On the other hand, schematic choreography is still used even though it is not recommended by the Slovenian national curriculum.

Creative movement is an active approach to teaching, using the body to learn numerous topics. It ... more Creative movement is an active approach to teaching, using the body to learn numerous topics. It can be defined as an approach in which children use movement to express, form and create a variety of learning content in a range of school subjects. When talking about creative movement as an approach to teaching subjects on the school curriculum, the focus rests firmly on the following two areas: movement, on the one hand, and arts concepts, on the other. When implementing creative movement in the classroom these two areas are inseparable, since this approach encourages the use of movement in the learning process, while understanding that movement is also a means of self-expression and personal growth. Accordingly, this method achieves the objectives of both the movement and arts fields, insofar as it offers cross-curricular integration. In Slovenian primary schools this method is not practised very often or in many subject areas, and it is not widely known among teachers, because a fo...

Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu,... more Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu, ki združuje dva pola, pedagoski (procesni) model in model profesionalnega ucenja plesa. Pedagoski model je osnovan na procesu kot najpomembnejsem elementu plesnega ustvarjanja in vecinoma izkljucuje koncni rezultat. Model profesionalnega ucenja plesa pa ima objektivne cilje in je naravnan na rezultat plesno koreografijo, ki je v vecini primerov že vnaprej sestavljena in ne dopusca participacije otrok. V prispevku oba modela povežemo z rezultati raziskave o stanju na podrocju plesne vzgoje v slovenskih vrtcih in ugotovitvami pri delu z izrednimi studenti ter vzgojitelji v vrtcu. Predstavljene so smernice, ki združujejo dva nasprotna modela, pedagoskega in profesionalnega; interpretiramo jih s cilji in izvajanjem kurikula za vrtce na podrocju plesa. Zakljucujemo, da je za kakovostno izvajanje plesne umetnosti v predsolskem obdobju kljucno povezovanje obeh modelov, saj le na tak nacin ples...

Naklada 400 izvodov ©2010 avtorji Knjigo financira Evropska unija iz Evropskega socialnega sklada... more Naklada 400 izvodov ©2010 avtorji Knjigo financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. CIP-Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 373.2.091.4(082) 373.2.016(082) PEDAGOŠKI koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v različnosti / uredniki Tatjana Devjak ... [et al.].-Ljubljana: Pedagoška fakulteta, 2010 ISBN 978-961-253-052-5 1. Devjak, Tatjana 2. Kurikulum za vrtce 252457216 Pedagoška fakulteta Univerze v Ljubljani je izključni imetnik vseh materialnih avtorskih pravic te publikacije. Prepovedano je kopiranje ali kakršnokoli razmnoževanje dela brez dovoljenja založbe in avtorjev.

Za izdajatelja Janez Krek, dekan Oblikovanje in prelom Igor Cerar Tisk Tiskarna Littera picta d.o... more Za izdajatelja Janez Krek, dekan Oblikovanje in prelom Igor Cerar Tisk Tiskarna Littera picta d.o.o. Ljubljana Naklada 700 izvodov ©2009 avtorji Knjigo financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za