Page 377 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 377
Therapeutic Fairy Tales in Times of Pandemic
life situations (natural disasters, epidemics, etc.) into the learning context.
Cross-curricular learning allows students to be emotionally and socially en-
gaged, creative and innovative (Barnes 2015), developing empathy which is
important considering that learning is also a social and emotional process.
The acquisition of knowledge, skills and competences through goal-directed
learning with respect for emotions is always emphatically stimulating and
motivating (Šindić 2020). To transfer knowledge and develop competencies
at the university, it is important to know extracurricular circumstances in
which students are required to live, act and work, and to take these circum-
stances into account in teaching. It is through cross-curricular learning that
synthesis of different knowledge, skills and experiences is ensured (Savage
2011, 8).
In an effort to raise teaching outcomes to a higher level (e.g., application
and creation levels), one of the tasks for students is to design and write ther-
apeutic fairy tales. Since creation is the most demanding process and repre-
sents the creation of something new from what is already known, in cross-
curricular teaching based on their constructions, students need to have ad-
equate information and knowledge in various subjects, and to be well in-
formed about the situation in real life. In this connection, it is necessary to in-
clude the contents of the mother tongue and speech development method-
ics, children’s creativity and the field of socio-emotional development, as well
as good extracurricular awareness of the problem situation. In other words,
for the writing of fairy tales, the prerequisite is that students are acquainted
with current issues through mass media and daily life and that through a
number of university subjects they have obtained the required amount of in-
formation and knowledge about children literature, fairy tales, and the selec-
tion of adequate literary text, stylistic expression and methodical strategies
for fostering fantasy in preschool children, then instruction on recognizing
and creating psychological metaphors for therapeutic purposes and how a
therapeutic fairy tale ‘works’ and acts. It is necessary to find, through diver-
gent and imaginative processes, adequate ideas for therapeutic metaphors
and literary reading for children, which should possess both therapeutic and
educational and literary qualities (Ortner 2009; Perrow 2010). For a good ther-
apeutic fairy tale, it is necessary to combine the elements of art and science
with the real life of the student and child for whom the story was written.
From perspective of cross-curricular teaching and learning, that is, as Savage
(2011, 44) emphases, approach to ‘enriching, embracing and exploring’ dif-
ferent contents and methods by leading learner with ‘sensitivity, synthesis
and skills.’
375
life situations (natural disasters, epidemics, etc.) into the learning context.
Cross-curricular learning allows students to be emotionally and socially en-
gaged, creative and innovative (Barnes 2015), developing empathy which is
important considering that learning is also a social and emotional process.
The acquisition of knowledge, skills and competences through goal-directed
learning with respect for emotions is always emphatically stimulating and
motivating (Šindić 2020). To transfer knowledge and develop competencies
at the university, it is important to know extracurricular circumstances in
which students are required to live, act and work, and to take these circum-
stances into account in teaching. It is through cross-curricular learning that
synthesis of different knowledge, skills and experiences is ensured (Savage
2011, 8).
In an effort to raise teaching outcomes to a higher level (e.g., application
and creation levels), one of the tasks for students is to design and write ther-
apeutic fairy tales. Since creation is the most demanding process and repre-
sents the creation of something new from what is already known, in cross-
curricular teaching based on their constructions, students need to have ad-
equate information and knowledge in various subjects, and to be well in-
formed about the situation in real life. In this connection, it is necessary to in-
clude the contents of the mother tongue and speech development method-
ics, children’s creativity and the field of socio-emotional development, as well
as good extracurricular awareness of the problem situation. In other words,
for the writing of fairy tales, the prerequisite is that students are acquainted
with current issues through mass media and daily life and that through a
number of university subjects they have obtained the required amount of in-
formation and knowledge about children literature, fairy tales, and the selec-
tion of adequate literary text, stylistic expression and methodical strategies
for fostering fantasy in preschool children, then instruction on recognizing
and creating psychological metaphors for therapeutic purposes and how a
therapeutic fairy tale ‘works’ and acts. It is necessary to find, through diver-
gent and imaginative processes, adequate ideas for therapeutic metaphors
and literary reading for children, which should possess both therapeutic and
educational and literary qualities (Ortner 2009; Perrow 2010). For a good ther-
apeutic fairy tale, it is necessary to combine the elements of art and science
with the real life of the student and child for whom the story was written.
From perspective of cross-curricular teaching and learning, that is, as Savage
(2011, 44) emphases, approach to ‘enriching, embracing and exploring’ dif-
ferent contents and methods by leading learner with ‘sensitivity, synthesis
and skills.’
375
