The thesis deals with the analysis of Ljubljana puppet theatre almanac, and presents a modern model of literature teaching through an innovative project approach.
The theoretical part presents Ljubljana puppet theatre (Lutkovno gledališče Ljubljana - LGL) as a central institution for young people that cares about its mission - implementation of the tasks enshrined in the founding act. While it promotes children’s literature and develops the culture of reading it makes sense to include it in school space. Our main theoretical background is the theory of reception aesthetics and the fact that Slovenian literature teaching is based on communications. Furthermore, a theoretical framework for literature teaching through project work is presented.
In the empirical part three separate studies were conducted, which are from a methodological point of view quite different, but are heavily interlinked with modern communication based approach of literature classes. The first study focuses on statistical analysis of the LGL historical puppet shows (ranging from 1948 to 2008) with two main goals – to research the actual fulfilment of the institutions mission and to identify the most successful puppet shows which are later compared to the teaching curriculum for Slovene language (Učni načrt za slovenščino 2011). In the second study the analysis of three literature texts, upon which the most frequently staged puppet shows were based, was performed. The analysed texts: Sapramiška (first staged 1986, 1752 repetitions), Zvezdica Zaspanka (first staged in 1955, 775 repetitions) and Žogica Marogica (first staged in 1951, 1371 repetitions) analysed in light of representations in various media and through the approaches within theory of aesthetics. The third study shows a practical implementation of teaching strategy through project approach for the Sapramiška literature text.
The research demonstrated that LGL fulfils its mission of caring for homemade creativity with the staging of the Slovenian literary authors (poets, writers and playwrights) and other Slovenian authors. According to done research Slovene author Svetlana Makarovič clearly stands out with 19 staged literary texts of which 9 belongs to the top quarter of most successful performances: Sapramiška, Tacamuca, Korenčkov palček, Medena pravljica, Veveriček posebne sorte, Kuna Kunigunda, Sovica Oka, Spet Kosovirji and Pekarna Mišmaš. Other successful plays that are worth mentioning were based on the following literature texts: Jurčič's Kozlovska sodba v Višnji Gori, Göthe's Faust, Levstik's Kdo je napravil Vidku srajčico, Krlić's Jajce, Simončič's Veliki Kikiriki, MacDonald's Mali bober in odmev, Tolstoy's Lalanit, Nickl's Zgodba o dobrem volku in Pavček's Juri Muri v Afriki.
The conducted literature analysis of three most successful plays shows on one hand a surplus of literary works Sapramiška and Zvezdica zaspanka, but on the other hand the Žogica Marogica work does not stand out in any of the analysed literal categories and is therefore a surprise in point of its numerous repetitions.
The literal project Sapramiška proved the effectiveness of the project oriented teaching approach by involving more pupils in active cooperation and by better achieving the objectives defined in the teaching curriculum for Slovene language (Učni načrt za slovenščino 2011). We demonstrated that the presented model combines modern methods derived through innovative project approach and as such serves as an important contribution to contemporary teaching of literature.
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