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Title:Disneyjeva risanka kot del medijske in književne vzgoje v I. vzgojno-izobraževalnem obdobju
Authors:ID Ivartnik, Jana (Author)
ID Kordigel Aberšek, Metka (Mentor) More about this mentor... New window
Files:.pdf MAG_Komar_Jana_2019.pdf (1,06 MB)
MD5: C95BDA73E2AFB7F4839828BBC9B0D7A1
PID: 20.500.12556/dkum/c3b37755-4aca-44c8-a3d0-a551bd6405fb
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Film je eno izmed didaktičnih sredstev, s katerim se učenci srečujejo na vsakodnevni ravni, čeprav nezavedno, tako v šoli kot doma. Pomembno je, da otrok film razume in se iz filma uči. Vse skupaj je med drugim tesno povezano in velikokrat prepleteno z poukom književne vzgoje, saj je film velikokrat narejen prav po literarnih predlogah. Tukaj nastopi pomembna vloga učitelja, saj mora učenca pripraviti, da se bo v najboljši meri poistovetil z besedilom in iz njega potegnil najboljši literarni užitek za nadaljnje ustvarjanje, saj je ravno zaznavanje, razumevanje in vrednotenje literarnega besedila in vseh literarnih, vizulnih in zvočnih segmentov tisto, kar učencu ponudi podlago za razumevanje animiranega filma. Spoznanje, da sta didaktika mladinske književnosti in didaktika animiranega filma tesno povezani in se združujeta v novo didaktiko animiranega filma, je bilo uporabljeno in povzeto že v dveh magistrskih nalogah, kjer so analize pokazale, da brez poznavanjs književne vzgoje ne moremo zaznati vseh segmentov, ki so uporabljeni v animiranem filmu. V svoji nalogi predstavljam, kako sta filmska vzgoja in književna vzgoja med seboj povezani. Pri tem sem se osredotočila in predstavila pomen filmske vzgoje za otroke, ter kako in na kakšen način je ta povezana s poukom književne vzgoje, ki je podlaga za razumevanje animiranega filma. Poleg opisa filmske in književne vzgoje, sem v nalogi podrobno opisala tudi ustvarjanje animiranega filma, komponente, tehnike in pomen animiranega filma za otroke. Ker je film dandanes v OŠ še vedno premalo uporabljen, ali pa je uporabljen zunaj pouka, bom v magistrski nalogi z metodo razvijanja zmožnosti, zaznavanja, razumevanja in vrednotenja otroškega/animiranega filma, raziskala učinkovitost na novo ustvarjene metode na razvijanje recepcijskih zmožnosti. Pri tem bom usmerjala učence na prezrte signale filmske govorice: na področju dramskega besedila (scenarija) animiranega filma, na področju vizualnih, likovno-kinestetičnih segmentov in na področju zvokovnih segmentov.
Keywords:KLJUČNE BESEDE: filmska vzgoja, metode in oblike dele, animirani film, estetika recepcije, Disneyjeve risanke.
Year of publishing:2019
Publisher:[J. Komar]
Source:Maribor
PID:20.500.12556/DKUM-73161 New window
UDC:791.3:82(043.2)
COBISS.SI-ID:24488456 New window
NUK URN:URN:SI:UM:DK:SMAURXQM
Publication date in DKUM:15.04.2019
Views:977
Downloads:136
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:22.02.2019

Secondary language

Language:English
Title:Disney's cartoon as a part of media and literary education in the I. educational period
Abstract:Film is one of the didactic methods which students subconsciously encounter on a daily basis, in school and at home. It is important that a child understands film and is able to learn from it. Everything is closely related to and intertwined with literary education, since films are often based on literary material. Teachers have to prepare students to identify with the text as best they can and benefit from literary pleasure that will enhance their creativity, therefore the role of the teacher is crucial. Perception, comprehension and evaluation of literary texts and all literary, visual and auditory segments constitute the basis for understanding animated film. The findings that state children’s literature didactics and the didactics of animated films are closely related and constitute a new didactics of animated film, were used and summarized in two dissertations. The analyses show that we are unable to detect all segments used in animated films, if we do not possess knowledge of literary education. The dissertation shows how film and literary education are related to each other. It focuses on and presents the importance of film education for children and how this is related to literary education, which is the basis for understanding animated film. In addition to the description of film and literary education, the dissertation also provides a detailed description of creating animated films, as well as the components and techniques of animated films, and their importance for children. Nowadays, film is still underused in primary schools, or it is only used outside of the classroom. The dissertation therefore uses the methods of developing abilities, perception, comprehension and evaluation of animated film in order to research the efficiency of the newly developed method for developing reception abilities. The students will be directed towards overlooked signals of film language: in the field of dramatic text (screenplay) of animated film; visual, art and kinaesthetic segments, and auditory segments.
Keywords:KEYWORDS: film education, methods and forms of research, animated film, reception aesthetics, Disney’s cartoons.


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