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Title:MOJE TELO JE LUTKA (ANIMACIJA DELOV TELESA)
Authors:ID Udovč, Vesna (Author)
ID Šinko, Sabina (Mentor) More about this mentor... New window
Files:.pdf VS_Udovc_Vesna_2012.pdf (2,73 MB)
MD5: 909A134AC10FDF7C7764B9FAFBBC9E6D
PID: 20.500.12556/dkum/a2f1dad6-7808-4b2f-b450-0ec5ef9eb315
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu z naslovom Moje telo je lutka (animacija delov telesa) smo predstavili netradicionalne lutke, kjer je del človeškega telesa hkrati tudi del lutke. Gre za lutke, kjer se razvijajo gibalne sposobnosti otrok (gibljivost, koordinacija, ravnotežje …) in preko katerih lahko otroci spoznajo svoje telo in njegove meje. V prvem delu smo predstavili lutko in njeno vlogo pri otrokovem celostnem razvoju. Lutka je pomembna za razvoj otrokove verbalne in neverbalne komunikacije, reševanje konfliktov, razvoj ustvarjalnosti in domišljije. Otrok je pri delu z lutko lahko vedno uspešen. Naredi jo v skladu s svojimi sposobnostmi in tudi animacija mu omogoča, da se izrazi na svoj način. Tako se razvija njegova pozitivna samopodoba, kar je za predšolskega otroka zelo pomembno. Animacija delov telesa je tesno povezana z gibanjem, zato smo se dotaknili tudi razvoja gibalnih sposobnosti. Opredelili smo, kaj je animacija, katere vrste animacije poznamo in predvsem, kakšni so principi lutkarske animacije. Pri delitvi lutk smo se osredotočili predvsem na to, kako je lutka povezana s telesom, ki jo animira (z animatorjem). Zato smo opredelili tri sklope: ko animatorjevo telo ni v stiku z lutko, ko je v stiku z lutko in ko del telesa postane tudi oživljeni del lutke. Lutke smo predstavili kot didaktično sredstvo in opisali možne načine uporabe s predšolskimi otroki. Na koncu prvega dela smo opisali še posebnosti projektnega dela in razčlenili njegove posamezne etape, saj smo v drugem (praktičnem) delu te etape tudi izvedli v vrtcu. Diplomsko delo je praktično, saj smo v drugem delu ugotovitve preizkusili še v praksi s projektnim delom. Predstavili smo vrtec in skupino, glavne značilnosti projekta in celoten potek le-tega.
Keywords:predšolska vzgoja, lutka, animacija, animacija delov telesa, didaktično sredstvo, projekt, projektno delo
Place of publishing:Maribor
Publisher:[V. Udovč]
Year of publishing:2012
PID:20.500.12556/DKUM-39106 New window
UDC:373.2(043.2)
COBISS.SI-ID:19588360 New window
NUK URN:URN:SI:UM:DK:DNGFVDJ2
Publication date in DKUM:03.01.2013
Views:4252
Downloads:424
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:MY BODY IS A PUPPET (BODY PARTS ANIMATION)
Abstract:The thesis My body is a puppet (Animation of Body Parts) introduces untraditional puppets, where a part of a human body is also a part of a puppet. It is about the puppets, which develop children’s motor skills (flexibility, coordination, balance ...) and through which children can get to know their body and its boundaries. In the first part a puppet and its role with child’s integrated development is introduced. The puppet is important for child’s verbal and nonverbal communication, for conflict solving, creative development and imagination. Working with a puppet, a child can always be successful. It can make the puppet in accordance with its own capabilities and even animation allows the child to express its own way. Hence the positive self-image can develop which is very important for a preschool child. Body parts animation is closely connected to movement, therefore motor skills development is also referred to. What is animation, what sorts of animations are known and especially what are the principles of puppet animation are defined. With puppet classification, the focus is primarily on how the puppet is connected to a body which animates it (its animator). Therefore three blocks are defined: when animator’s body is not connected to a puppet, when it is connected to a puppet and when a body part becomes an animated part of a puppet. Puppets are introduced as didactic means and possible ways of use with preschool children are described. At the end of the first part the features of the project work and its individual stages are described, and in the second (practical) part, these stages are carried out. The thesis is of practical nature, for in the second part the discoveries are tested with project work in practice. A nursery school and a group are introduced; typical features of the project and the complete course of the project are introduced.
Keywords:preschool education, puppet, animation, body parts animation, didactic means, project, project work


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