https://doi.org/10.59132/viz/2022/1-2/44-49
Povzetek
Prispevek predstavi projekt vključevanja ustvarjalnega giba v osnovnošolsko izobraževanje na daljavo, ki je potekal v obdobju zaprtja vzgojno-izobraževalnih ustanov zaradi pandemije covida-19. V štiri mesece trajajočem projektu Ples v SKUM-u, ples na Zoomu so sodelovali učenci in učenke 4. razreda ene od ljubljanskih osnovnih šol ter njihova učiteljica, ki so se dvakrat tedensko prek aplikacije Zoom srečevali s plesno umetnico. Ta je na podlagi tekočih učnih vsebin pripravljala gibalno-plesne dejavnosti, prek katerih so otroci spoznavali in utrjevali snov vseh kurikularnih področij ter se srečevali z značilnostmi plesne umetnosti. Projekt so evalvirali tako učenci in učenke kot njihovi starši, učiteljica in umetnica ter prišli do zaključka, da so bila kontinuirana gibalno plesna srečanja v času šolanja na daljavo za učence in učenke izjemno pomembna. Plesne delavnice so otrokom pomagale pri razumevanju in pomnjenju učne snovi, pozitivno so vplivale na njihovo psihofizično dobrobit ter ohranjale in negovale žive in živahne medosebne odnose v razredni skupnosti.
Abstract
Dance in SKUM, Dance on Zoom
Integrating Creative Movement into Distance Education in Year 4 of Primary School
The article describes the project of integrating the art of creative movement into distance education in primary education, which was carried out during school closures during the Covid-19 pandemic. Year 4 pupils at a primary school in Ljubljana took part in a four-month project called Dance in SKUM, Dance on Zoom. The pupils and their teacher met with a professional dance artist on Zoom twice weekly. The activities prepared by the artist were based on the relevant learning content. They involved dancing and movement through which the children could learn about and revise the content of all the curricular areas while also getting acquainted with dance as an art form. The project was evaluated by the pupils, their parents, the teacher and the artist. They all recognized the tremendous importance of these recurring dance and movement meetings during remote learning. The workshops benefitted the children’s physical and psychological welfare, which, in turn, enhanced their understanding of the learning content and increased their ability to memorize it. At the same time, the workshops helped to maintain and foster lively interpersonal relationships among the pupils.