Celostna obravnava slovstvene folklore v šoli: besedilo s kontekstom in teksturo v izkustvenem pouku in situ - Ivančič Kutin, Barbara (Jezik in slovstvo (Tiskana izd.), 2024)
V članku je izpostavljen predlog, da se fokus obravnave folklornih del pri pouku premakne zgolj z besedila na celoten folklorni dogodek, ki vključuje poleg teksta tudi kontekst (okoliščine izvedbe) in teksturo (način izvedbe). Slovstvena folklora namreč temelji na konceptu ustne komunikacije v živo, kar jo bistveno razlikuje od literature. Folklorno besedilo na papirju izgubi velik del estetske vrednosti, ki je povezana z izvedbo (pripovedovanjem/petjem) ter hkratno slušno in vizualno recepcijo. Članek poudarja učinkovitost celovitega izkustvenega spoznavanja in doživljanja slovstvene folklore zunaj učilnic. Primeri dobrih praks iz OŠ Bovec kažejo, kako je mogoče s strukturiranimi tematskimi urami, tematskim kulturnim dnevom in drugimi (tudi projektnimi) aktivnostmi – vselej z medpredmetnim povezovanjem – bistveno izboljšati znanje, hkrati pa ozaveščati in krepiti spoštovanje najprej do lastne lokalne, s tem pa tudi do regijske in nacionalne kulturne ter naravne dediščine. To lahko prispeva k (aktivnemu) ohranjanju in revitalizaciji izročila, spodbuja kreativnost ter razmislek o inovativnih oblikah prezentacije, npr. v kulturnem turizmu. The article proposes that the focus of folklore work in the classroom should be shifted from the text to the entire folklore event, which includes not only the text but also the context (the circumstances of performance) and the texture (the manner of performance). Verbal folklore is based on the concept of live oral communication, which makes it very distinct from literature. When a folklore text is put on paper it loses a large part of its aesthetic value, which is linked to performance (narration) and simultaneous audio-visual reception. The paper highlights the effectiveness of the comprehensive experiential knowledge and experience of verbal folklore outside the classroom. Examples of good practice from Bovec Primary School show how structured thematic lessons, a thematic cultural day, and other (also project) activities – always with inter-subject integration – can significantly increase knowledge, while at the same time raising awareness and respect for firstly one’s own local heritage, and thus secondly one’s regional and national, cultural and natural heritage. This can contribute to the (active) preservation and revitalization of traditions, stimulate creativity, and encourage reflection on innovative forms of presentation, e.g. in cultural tourism.