My thesis examines what the method of creative movement is, discusses ways of integrating it into classes, and identifies its impact on subject matter comprehension and motivation of the third-grade pupils.
The thesis consists of theoretical and practical part. The terms movement, creation, and creative movement are defined in the theoretical part. Furthermore, the method of creative movement is presented as a learning approach, which was observed in terms of importance for pupils and its impact on children’s overall development.
To obtain the answers to my research questions in the practical part, I taught diverse courses at several schools at various stages of the educational process. In the process, the method of creative movement proved to be an important motivational tool. It affects not only pupils’ motivation but also their comprehension of subject matter as such. Acquired knowledge is significantly broadened, long-lasting, as pupils gain knowledge on their own. The method improves class atmosphere – it brings dynamics, but at the same time contributes to relaxed class atmosphere. It improves communication and relations among pupils as well as between pupils and a teacher.
In the course of the research, I have reached another finding. I have come across of it completely unintentionally, yet I consider it noteworthy. Despite the ubiquitous propaganda about modern teaching methods, emphasis on holistic approaches, kinaesthetic learning, and children’s overall development, teachers remain relatively unfamiliar with the method.
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