Vmesni model za izvajanje plesne umetnosti v vrtcu

Geršak, Vesna (author), Lenard, Vid (author)

Prispevek prikazuje model vmesne poti (angl. midway model) za izvajanje plesne umetnosti v vrtcu, ki združuje dva pola, pedagoški (procesni) model in model profesionalnega učenja plesa. Pedagoški model je osnovan na procesu kot najpomembnejšem elementu plesnega ustvarjanja in večinoma izključuje končni rezultat. Model profesionalnega učenja plesa pa ima objektivne cilje in je naravnan na rezultat plesno koreografijo, ki je v večini primerov že vnaprej sestavljena in ne dopušča participacije otrok. V prispevku oba modela povežemo z rezultati raziskave o stanju na področju plesne vzgoje v slovenskih vrtcih in ugotovitvami pri delu z izrednimi študenti ter vzgojitelji v vrtcu. Predstavljene so smernice, ki združujejo dva nasprotna modela, pedagoškega in profesionalnega; interpretiramo jih s cilji in izvajanjem kurikula za vrtce na področju plesa. Zaključujemo, da je za kakovostno izvajanje plesne umetnosti v predšolskem obdobju ključno povezovanje obeh modelov, saj le na tak način plesne dejavnosti otroku nudijo raziskovanje, podoživljanje, izražanje, ustvarjanje, upodabljanje, izvajanje, estetsko izkušnjo in zadovoljstvo ob zaključku procesa ter predstavitvi svojega ustvarjanja drugim. Na ta način plesna umetnost otroku nudi razvoj na kognitivnem, čustveno-socialnem in psihomotoričnem področju.

• Language: Slovenian
• Keywords: predšolska vzgoja, predšolski otroci, otroški vrtci, plesna umetnost, ples
• Work type: Not categorized
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publisher: Pedagoška fakulteta
• Year: 2012
• Number of pages: Str. 91-106
• Numbering: Letn. 5, št. 2/3
• PID: 20.500.12556/RUL-55631
• UDC: 373.2:793.3
• ISSN on article: 1855-4431
• COBISS.SI-ID: 9392201
• Publication date in RUL: 10.07.2015

GERŠAK, Vesna and LENARD, Vid, 2012, Vmesni model za izvajanje plesne umetnosti v vrtcu. Revija za elementarno izobraževanje [online]. 2012. Vol. 5, no. 2/3, p. 91–106. [Accessed 8 April 2025]. Retrieved from: http://www.dlib.si/details/URN:NBN:SI:doc-6NVSRLAP

Record is a part of a journal

• Title: Revija za elementarno izobraževanje
• Publisher: Pedagoška fakulteta, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze
• ISSN: 1855-4431
• COBISS.SI-ID: 239555072

Secondary language

• Language: Slovenian
• Title: Midway model for introducing the art of dance in kindergarten

Abstract

The article presents midway model with regard to introducing the art of dance in kindergarten by combining two poles, namely, the pedagogical (process) model on the one hand and the model of professional dance education on the other. The pedagogical model is based on the process as the most important element of dance creation. Commonly, the pedagogical model in practice mostly excludes the final product. The model of professional dance education, however, has objective goals and is focused on the product i.e. dance choreography which is in most cases preplanned and does not allow the participation of children. In this paper, the two models are linked to the results of a survey on dance education in Slovenian kindergartens and the findings based on working with students and pre-school teachers. Guidelines that combine the two opposing models, the pedagogical and the professional one, are presented herein and interpreted through their objectives and the implementation of the curriculum regarding dance education in kindergarten. We conclude that for quality employment of the art of dance in the preschool period, linking the two models is crucial, because it is the only way dance activities enable children to explore, re-experience things, express themselves, be creative, depict ideas as well as have an aesthetic experience and feel a glow of satisfaction on having completing the process and having presented their creation to others. In this way, the art of dance enables a child to develop on the cognitive, emotional, social, and psychomotoric level.