(Po)ustvarjalno pisanje pri pouku književnosti v 7. razredu osnovne šole : magistrsko delo

Murko, Ana

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Title:	(Po)ustvarjalno pisanje pri pouku književnosti v 7. razredu osnovne šole : magistrsko delo
Authors:	ID Murko, Ana (Author) ID Pulko, Simona (Mentor) More about this mentor...
Files:	MAG_Murko_Ana_2025.pdf (1,52 MB) MD5: 9FA7AED41169BE0A4B4849F32ACDAECE
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	V magistrskem delu smo raziskovali ustvarjalno pisanje v šolskem okolju, natančneje tudi pomen (po)ustvarjalnega pisanja pri pouku književnosti. Opisali smo vpliv teorij ustvarjalnosti ter integracijo teh v pedagoško prakso. Na primerih ZDA, Velike Britanije in Slovenije smo opisali razvoj ustvarjalnega pisanja skozi zgodovino. Glavni cilj magistrskega dela je bil analizirati zastopanost (po)ustvarjalnega pisanja v Učnem načrtu za slovenščino za osnovno šolo (3. vzgojno-izobraževalno obdobje) in v potrjenih novejših izdajah beril za 7. razred (Novi svet iz besed 7 in Sreča se mi v pesmi smeje) ter jih med seboj primerjati z ozirom na zastopanost, raznolikost in pogostost tovrstnih nalog. Pri analizi smo uporabili kriterij, ki vključuje sedem različnih tipov nalog: tvorjenje lastnih "del", dopolnjevanje/nadaljevanje, posnemanje, preoblikovanje, zamenjava/spreminjanje, primerjava/povezovanje, drugo. V analiziranih berilih smo zaznali različne tipe nalog (po)ustvarjalnega pisanja, ki predvidevajo realizacijo večine ciljev iz učnega načrta. Rezultati primerjave beril kažejo, da se berili ne razlikujeta samo po številu obravnavanih del in zastopanosti nalog (po)ustvarjalnega pisanja, ampak tudi po številu nalog (po)ustvarjalnega pisanja na posamezno obravnavano delo. Zaključujemo, da število nalog (po)ustvarjalnega pisanja različnih tipov ni zagotovilo za bolj poglobljeno literarno doživetje. Potrebno je načrtno vključevanje teh vsebin v izobraževalni proces, sistematičen didaktični pristop in ustreza diferenciacija.
Keywords:	ustvarjalnost, naloge (po)ustvarjalnega pisanja, pouk književnosti, berilo, učni načrt
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	A. Murko
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (82 str.))
PID:	20.500.12556/DKUM-95821
UDC:	37.091.3:82(043.2)
COBISS.SI-ID:	259192323
Publication date in DKUM:	28.11.2025
Views:	288
Downloads:	32
Metadata:
Categories:	FF
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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:	26.10.2025

Secondary language

Language:	English
Title:	Creative Writing in Literature Classes in the 7th Grade of Primary School
Abstract:	In the present master's thesis, an exploratory investigation was conducted into the domain of creative writing within the school environment, with a particular emphasis on the significance of (re)creative writing in literature classes. The present study set out to explore the influence of creativity theories and their integration into pedagogical practice. Utilising case studies of the USA, Great Britain, and Slovenia, this paper delineates the historical evolution of creative writing. The primary objective of the master's thesis was to analyse the representation of (re)creative writing in the Slovenian Language Curriculum for Primary Schools (3rd educational period) and in the approved newer editions of readers for the 7th grade (Novi svet iz besed 7 and Sreča se mi v pesmi smeje) and to compare them in terms of the representation, diversity, and frequency of such tasks. In the analysis, a criterion was employed that encompasses seven distinct types of tasks: creation of one's own "works", completion/continuation, imitation, transformation, replacement/change, comparison/connection, and others. In the analysed readers, the majority of the different types of (re)creative writing tasks that are expected to achieve the majority of the objectives of the curriculum were identified. The findings of the comparison of the readers demonstrate that the readers differ not only in the number of works covered and the representation of (re)creative writing tasks, but also in the number of (re)creative writing tasks per individual work covered. It is concluded that the provision of a variety of creative writing tasks does not guarantee a more in-depth literary experience. It is imperative that these subjects are incorporated into the educational process in a systematic manner, employing a didactic approach that is meticulously structured and sufficiently adaptable to cater to the diverse needs of learners.
Keywords:	creativity, creative writing assignments, literature lessons, reader, curriculum

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