In this master’s thesis, the treatment of the comic in the teaching of Slovenian literature in primary school is examined. The concept of the comic is defined and compared with that of the picture book, and the principles of visual composition are applied to demonstrate how meaning can be interpreted from illustrations during reading. As the selection and inclusion of comics as teaching material in Slovenian literature classes are influenced by prevailing attitudes toward the genre, a historical overview of these attitudes and their development over time is provided. It is established that comics are currently being effectively implemented in classrooms, serving as a didactic tool not only in Slovenian language education but also across a range of other subject areas. In the second part of the thesis, the criteria according to which comics were evaluated as suitable or unsuitable for inclusion in the teaching of Slovenian literature in primary school are defined and presented.
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