The article explores early Slovenian fairy tales by female authors who published their works in book collections prior to World War II: Lea Fatur, Marica Gregorič Stepančič, Marijana Grassellini Prosenc (pseud. Anka Nikolič), Ljudmila Prunk, Marija Wirgler (pseud. Marija Jezernik), Manica Koman, Ilka Vašte, Elza Lešnik and Sanja Sever. The fairy tales by these authors introduced innovations into the Slovenian fairy tale tradition on the levels of content, form and style, despite the fact that contemporary literary reviewers did not always recognise their merits. The article also touches upon the possible inclusion of these works in school practice following the didactical goals written in the curriculum for the subject of Slovenian language and literature in primary school.
COBISS.SI-ID: 70194274
The purpose of the article is to review and present proverbs and riddles as part of folklore in primary school magazines, which are often also a didactic tool in school lessons, as well as in school readers. The analysis focuses on these materials in the children's magazines Zmajček, Ciciban and Cicido, and in the youth magazine Pil in 2015, as well as in primary school readers for the entire period of primary school. Particular attention was devoted to units specifically intended to deal with the genre of proverbs and riddles. At least at the beginning of schooling, children are not (completely) competent in the use of figurative language and metaphorical concepts, and are still in the process of learning this use of language. It was not therefore expected that the level of use of figurative language would be high. Some folklore forms were nonetheless expected, at least as a presentation of the separate genre of proverb and riddle. However, the results of the research showed the opposite: the texts in question are mainly covered by tales, and partly by folklore songs, but even these are poorly represented, while short folklore forms are the worst represented. The findings raise the question of the extent to which the intangible heritage is truly appreciated in Slovenian society, even though it is priceless heritage: folklore forms are an important element and indicator of society, its concepts, aspects and experiences as part of the intangible cultural heritage, language...
COBISS.SI-ID: 70150498
This article analyses the representation of Slovenian folk literature and ancient literature in literature classes in the last three grades of primary school and in secondary school. Some of the (probably unjustifiably) overlooked literary texts are proposed for teaching literature (in particular through interdisciplinary- oriented classes of history and literature). Several interpretation concepts, methods of teaching and forms of learning are explained. Both the primary and the secondary school curricula for teaching Slovenian literature and language emphasise interdisciplinary teaching and the development of digital competencies. The method of so-called flipped learning is presented in more detail, along with the possibility of its use in literature classes.
COBISS.SI-ID: 70154594
The article attempts to determine how and by what means the Slovenian folk ballad is presented in the upper-secondary education process, based on a review and analysis of selected Slovenian curricula, including handbooks, textbooks and e-textbooks. For this purpose, we focus on the characteristics and features of the Slovenian ballad, as well as on the examples and their analysis offered in these publications. We also examine the experiences of some upper-secondary school teachers in regard to the topic. At the same time, the article focuses on the European and American educational space, introducing the inclusion of knowledge of folklore at the undergraduate level for those who teach folklore and the ballad, as well as cases of how this knowledge is presented in international curricula. It is concluded that the curricula and publications that bring knowledge about the Slovenian folk ballad need revision, and that a multidisciplinary view of the Slovenian folk ballad is required. The author believes that this art genre is of exceptional cultural significance and offers suggestions for improving education about folk ballads and the participation of folklorists.
COBISS.SI-ID: 70159714
In terms of motifs and themes, Oscar Wilde’s novel The Picture of Dorian Gray is close to teenagers’ reception needs: it touches on identity, double morals, the search for identification, and manners of socialization. This article explores certain other important elements of literariness in this novel that have been overlooked so far, indicating opportunities for opening the door to understanding and interpretation suitable for teenagers. It describes the elements of literariness tied primarily to the novel’s linguistic and stylistic structure: the well-thought-out composition of the rhetorical figures, which, due to translation deficiencies, cannot be entirely deciphered in Slovenian. Proceeding from various metaphor theories, such as substitution theory (Aristotle 1982), as well as more modern ones (Black 1962, 1979; Bouverot 1969; Richards 1936), it demonstrates that the novel uses a well-conceived structure and the function of rhetorical figures, which are derived in several ways: 1) using a plant paradigm, which combines the recurring semantic rhetorical figures of the rose, flower, and blossom running across several chapters, forming a complex semantic unit; 2) using an animal paradigm, which combines the recurring semantic rhetorical figures of the bee and the spider; and 3) using the recurring semantic figures of the sky (with special emphasis on shades of blue) in an interesting dynamic: the recurring figure of the sky is followed by two chapters without this figure, which repeats five times, in which the sky in the first figure is turquoise (chapter 2) and in the last it is blue (chapter 18). Although the Slovenian translation of the novel (Wilde 1986) largely lacks these semantic nuances of the English original, we recommend the comparative analysis of the original and the Slovenian translation. Interdisciplinary coverage in connection with English classes provide an insight into a holistic understanding of translation as a complex practice and familiarizes us with the fact that translation is “an active category that is constantly evolving” (Pregelj 2018: 12). High-school instruction proceeds from the didactic principle of systematic and organized learning of how to read literary works, while striving for “conscious and full experience, understanding, evaluation, comparison, and classification of literary works, taking into account general reading factors and the special features of reading literature” (Krakar Vogel 2004).
COBISS.SI-ID: 71068002