This thesis discusses the employment of kamishibai as a learning technique for discussing literary works in Slovenian classes during the first cycle of basic school. The theoretical part describes the different stages in which the literary works are discussed in class with a special emphasis on interpretative reading and the last stage; namely, new assignments at various levels of difficulty which we used when planning the lessons. Further, we presented the defining characteristics of kamishibai and studied how this learning technique could be employed in Slovenian classes during the first cycle of basic school. For our empirical research, we enlisted the help of students from two 3rd grade classes. With the first group we discussed literary works in a traditional way, whereas, with the second group, we used kamishibai. We carried out 10 classes with each group. In the experimental group, we employed kamishibai during the stages of interpretative reading and new assignments. Our goal was to observe any potential differences that occurred between the group that was taught in the conventional way and the group where kamishibai was employed when students were completing new assignments. We analyzed the work done by students according to set criteria and formed interpretations. We established that, in classes during which kamishibai was employed in the interpretative reading stage, differences occurred predominately with more difficult assignments. Students were more creative while their work was more uniform in regard to form and content. When kamishibai was employed in the new assignments stage – students were instructed to make a kamishibai with the help of prepared texts – the results showed that student’s work was more creative in comparison with the students who were taught conventionally. Students were also asked to write a text and make a kamishibai on the basis of it. In the experimental group, the students focused more on the drawing part and their texts were not particularly original, whereas the students from the other group showed more creativity in text formation. After concluding the analysis, we established that students need a lot of time to make kamishibais, but their work is very creative; moreover, the students expressed the desire to use this learning method more often when discussing literary works. A class kamishibai also proved to be a successful use of this learning method. Based on the results, we created guidelines for the use of kamishibai as a learning technique for discussing literary works which can be employed by teachers as an interesting, effective and quality method of teaching literature.
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