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V diplomskem delu smo preučili plesno dramatizacijo na predšolski stopnji. V teoretičnem delu smo razčlenili plesno dramatizacijo in opisali vpliv na otrokov razvoj posameznih področij, ki jih plesna dramatizacija vključuje. Plesna dramatizacija vključuje ples, gibanje, glasbo, gledališko vzgojo in čustva. Ravno zaradi svoje dovršenosti in pestrosti pozitivno vpliva na celostni razvoj otrok na predšolski stopnji. Namen diplomskega dela je uprizoriti plesno dramatizacijo na predšolski stopnji, zato smo se v teoretičnem delu dotaknili tudi načrtovanja vzgojnega dela v vrtcu in vodenja vzgojitelja. Preučili smo vzgojno delo na predšolski stopnji, na področju umetnosti in plesa. Opisali smo, kako pomembno je vzgojiteljevo kvalitetno vodenje, empatičnost, strokovnost ter prilagodljivost glede na vzdušje v skupini, ki jo vodi. V praktičnem delu smo z enomesečnim načrtovanjem in izvedbo dali otrokom možnost, da so spoznali čarobnost plesnega gibanja, glasbe, pravljice in emocij – vsega združenega skupaj. Spraševali smo se o odzivu otrok na plesno dramatizacijo in učinku glasbe, ki smo jo predvajali ob izvajanju plesne dramatizacije. Zanimalo nas je tudi, če otroci prepoznajo vloge na osnovi plesnih gibov, če prepoznajo glasbene motive ter na kakšen način izražajo zanimanje za plesno dramatizacijo. Praktični del vsebuje pet priprav in evalvacij, kako smo otroke pripravili na plesno dramatizacijo ter štiri priprave in evalvacije, kako smo izvedli plesne dramatizacije po zgodbi Žabec se boji od avtorja Maxa Velthuijsa. In the graduation thesis, we examined dance dramatization at pre-school level. In the theoretical part, we analysed and described influence of individual areas included in the dance dramatization on child’s development. Dance dramatization includes dance, movement, music, theatre education, and feelings. Due to its perfection and diversity, it has a positive impact on comprehensive development of children at pre-school level. The purpose of the graduation thesis is to perform dance dramatization at pre-school level. Therefore, in the theoretical part we also mentioned planning of educational work in kindergarten and guidance of a teacher. We examined educational work at pre-school level, in the areas of art and dance. We described the importance of teacher’s quality guidance, empathy, professionalism, and flexibility regarding the atmosphere in the group led by the teacher. Based on the one-month planning and implementation, in the practical part we gave children a possibility to get familiar with the magic of dance, music, fairy-tale, and emotions – all together. We asked ourselves about children’s response to dance dramatization and effect of music that was played during dance dramatization implementation. We were also interested whether children recognize roles based on dance movements, whether they recognize music motifs, and in what way they express interest in dance dramatization. The practical part includes five lesson plans and evaluations on how we prepared children for dance dramatization, and four lesson plans and evaluations on how we implemented dance dramatizations under the story “Žabec se boji” (“Frog is Frightened”) by Max Velthuijs. |
