Izvleček
Ni težko najti skupnih ciljev pri slovenščini in knjižnični vzgoji, sploh pri obravnavanju književnosti. Kljub temu da ločevanje proze, dramatike in poezije utrjujejo učenci skoraj vsa triletja, še kar ugotavljam, da jih mučijo ustrezna poimenovanja, predvsem pa utemeljevanje, kar je znanje višje taksonomske stopnje. V 8. razredu tako pri obravnavi sodobnega slovenskega avtorja Nika Grafenauerja in njegove pesmi Življenje (ter pesniške zbirke Skrivnosti) obravnavamo tudi druge slovenske avtorje. Skupaj s šolsko knjižničarko sva oblikovali blok uro, v kateri se učenci utrjujejo v poznavanju postavitve gradiva v šolski knjižnici in se urijo v samostojnem iskanju sodobnih slovenskih avtorjev. Utrjujejo tudi prepoznavanje (in ločevanje) proze, dramatike, poezije, poimenovanje avtorjev (pisatelj, pesnik, dramatik) in utemeljevanje svoje izbire. Učne cilje sva povezali z aktivnimi metodami dela, saj je bil najin cilj, da se učenci učijo tako, da so fizično aktivni. Nastali sta zanimivi in pestri učni uri, v katerih so bili zajeti vsi zastavljeni cilji tako pri slovenščini kot pri KIZ-u.
Abstract
Actively Among the Slovenian Authors in the Library
Finding common goals in Slovenian and Library Education classes is not difficult, especially when it comes to learning about literature. Even though students learn and practice distinguishing between prose, drama and poetry for almost three years, I still find that they struggle with proper terms, mainly with explanations, which is knowledge of a higher taxonomy level. In the eighth grade, we learn about the modern Slovenian author Niko Grafenauer and his poem Life (sl. Življenje) (and the poetry collection Mysteries, sl. Skrivnosti) as well as other Slovenian authors. Together with the school librarian, I prepared a back-to-back lesson, during which the students practice their knowledge about the placement of books in the school library and learn to independently search for modern Slovenian authors. They also practice recognizing (and distinguishing between) prose, drama and poetry, naming authors (writer, poet, dramatist) and explaining their choices. We connected the learning goals with active work methods, as our objective was for the students to learn by being physically active. Two interesting and vibrant school hours were thus created, within which all of the set goals were included, both relative to Slovenian and Library Education classes.