20.500.12556/RUL-187098 Senčno gledališče kot pedagoško orodje: primerjava v dveh izobraževalnih okoljih diplomsko delo Shadow theatre as a pedagogical tool: a comparison of two educational environments Senčno gledališče je ustvarjalna, izrazna in sodelovalna dejavnost v vrtcu in visokošolskem izobraževanju. V teoretičnem delu predstavljam razvoj gledališke umetnosti, zgodovino in vrste lutk, posebnosti senčnega gledališča ter pomen lutke kot didaktičnega sredstva v vzgojno-izobraževalnem procesu. Poseben poudarek je namenjen vlogi vzgojitelja oziroma mentorja pri načrtovanju, motiviranju, usmerjanju in evalvaciji lutkovnih dejavnosti. Ugotovitve literature kažejo, da lutka otrokom omogoča varnejše izražanje, spodbuja domišljijo, izboljšujejo komunikacijo, socialne odnose in ustvarjalnost ter predstavlja pomembno povezavo med igro, učenjem in umetniškim izražanjem. Empirični del temelji na deskriptivni metodi pedagoškega raziskovanja. Podatki so bili zbrani z mojo aktivno udeležbo v procesu, med katerim sem spremljala dva projekta senčnega gledališča: v vrtčevski skupini otrok, starih od štiri do šest let, in v skupini študentk predšolske vzgoje pri predmetu Lutkarstvo na Pedagoški fakulteti Univerze v Ljubljani. V vrtcu je bil izveden projekt Dve zame, ena zate, pri katerem so otroci skozi igro, raziskovanje in izdelovanje lutk postopoma razvijali lastno predstavo senčnega gledališča. Na fakulteti pa je potekal projekt Krila upanja, kjer smo študentke skozi daljši ustvarjalni proces oblikovale predstavo po mitu o Dedalu in Ikarju. Rezultati raziskave so pokazali, da senčno gledališče pozitivno vpliva na ustvarjalnost, sodelovanje in izražanje tako otrok kot študentk, vendar se ustvarjalni proces med skupinama razlikuje. Pri otrocih je proces bolj spontan, igriv in vezan na raziskovanje ter simbolno igro, medtem ko je pri študentkah bolj načrtovan, reflektiran in usmerjen v razvoj strokovnih in umetniških kompetenc. Pomembno vlogo v obeh okoljih ima mentor oziroma vzgojitelj, ki z načrtovanjem, organizacijo prostora, motivacijo in prilagajanjem dejavnosti spodbuja sodelovanje ter ustvarja varno in spodbudno okolje za izražanje. Senčno gledališče predstavlja pomembno pedagoško in umetniško sredstvo, ki omogoča celostni razvoj posameznika ter spodbuja ustvarjalno sodelovanje v različnih vzgojno-izobraževalnih okoljih. Shadow theatre as a creative, expressive, and collaborative activity in preschool and higher education is the main focus of this thesis. The theoretical part presents the development of theatre art, the history and types of puppets, the characteristics of shadow theatre, and the importance of puppets as a didactic tool in the educational process. Special attention is given to the role of the preschool teacher or mentor in planning, motivating, guiding, and evaluating puppet activities. Findings from the literature show that puppets enable children to express themselves more safely, encourage imagination, communication, social relationships, and creativity, and represent an important connection between play, learning, and artistic expression. The empirical part is based on the descriptive method of pedagogical research. Data were collected through active participation and observation of two shadow theatre projects: one in a preschool group of children aged four to six, and the other in a group of Preschool Education students attending the Puppetry course at the Faculty of Education, University of Ljubljana. In the preschool setting, the project Two for Me, One for You was carried out, in which children gradually developed their own shadow theatre performance through play, exploration, and puppet making. At the university level, the project Wings of Hope was conducted, where students created a performance based on the myth of Daedalus and Icarus through a longer creative process. The results of the research showed that shadow theatre positively influences creativity, cooperation, and expression in both children and students, although the creative process differs between the two groups. In children, the process is more spontaneous, playful, and connected to exploration and symbolic play, while in students it is more structured, reflective, and focused on the development of professional and artistic competences. In both educational environments, an important role is played by the mentor or preschool teacher, who encourages participation and creates a safe and stimulating environment for expression through planning, organization of space, motivation, and adaptation of activities. Shadow theatre represents an important pedagogical and artistic tool that supports the holistic development of the individual and encourages creative collaboration in different educational settings. senčno gledališče ustvarjalni proces sodelovanje lutka načrtovanje predstave shadow theatre creative process collaboration puppet performance planning true false false S. Belingar Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-09-09 08:30:19 2026-09-09 08:30:24 2026-09-10 10:08:19 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 58 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 792.97:373.2(043.2) 209848 290617347 53250.pdf 53250.pdf 1 B80134F1F32F3DAED240BD880CDF3AC0 81011dcce10e1cb2246783b10f5c6db98845e9331addb00b0411a4f26d8ac8dc eadda7f8-ac17-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=246537 Pedagoška fakulteta 0 0 0