The Master's thesis covers a model example of planned or deliberate stimulation of imagination and creativity to improve writing skills with verbal and visual texts, especially comics. The purpose of the practical work in the master's thesis was to find out whether the tasks that include imitating and transforming the text from verbal to visual and vice versa stimulate the imagination and creativity in writing of students in the 2nd trimester of primary school during literature lessons. The aim was to determine the difference in the progress of writing skills between groups, where one group received the inclusion of post-reading activities in the process of encouraging writing, and the other did not.
The research began with the study of various kinds of literature and literary sources and their comparison and summarization of theoretical facts. In the theoretical part, light is shed on the characteristics of the fundamental concepts discussed in the assignment, such as literature lessons and fictional texts, with an emphasis on encouraging imagination and writing creativity among students in the 2nd trimester of primary school. Also, the role of creative writing in the curriculum for Slovenian is defined. Due to cross-curricular integration, the inclusion of written production in the curricula for English in Slovenia and England is summarized. This is followed by a summary of the role and importance of the inclusion of ICT in literature lessons. The characteristics, methods and ways of encouraging written production with verbal-visual texts are presented.
In the empirical part, we present the planned or deliberate stimulation of imagination and creativity in writing with verbal visual texts in literature lessons, in the 5th and 6th grade of elementary school. We were interested in whether this will promote students' motivation and interest in working in literature lessons, and how students respond and accept this method of work. We also wanted to find out whether all this would improve students' writing skills.
The discovery was made that the progress of students who were involved in the process of encouragement was greater. It turned out that it is important to encourage both imagination and writing skills in literature lessons, and that the method of transforming the text from verbal to visual and vice versa is suitable for this, because not only did the students' writing skills improve, they maintained their motivation and desire to read and write. Furthermore, although this is also important, we did not evaluate the written texts with the aim of evaluating, however, the pupils overcame the fear of making mistakes and the fear of acceptance of their written work.
At the end of the assignment, in addition to the conclusions and results, we offer ideas for improving writing skills, which should be given more attention for greater student progress. The goal is to motivate teachers and to make them aware of the importance of stimulating imagination and writing, and the importance of procedural teaching of writing in the 2nd trimester of primary school in literature lessons.
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