Page 379 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
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Therapeutic Fairy Tales in Times of Pandemic
ing. Also, students were introduced to new knowledge on meaning,
structure and elements of the therapeutic stories, but also, into skills of
literal writing and stylistic arrangement of a literary work by a professor
of literature.
3. Progression – process of writing the therapeutic fairy tales, began with
brainstorming on metaphors as the central element of the therapeu-
tic fairy tales, that was derived from experience of social distance, and
staying in isolation and quarantine. The epidemic is a typical elemental
disaster, and the problem is that the child does not see the destruc-
tion clearly (e.g., as in a flood or an earthquake), but indirectly sees
through the media and everyday living conditions its consequences.
Students emphasized the isolation as a particularly difficult condition,
because physical and social contacts are the developmental needs of
young children, as well as the need for more pronounced movement
and outdoor play. The consequence of traumatized experiences ex-
perienced by a larger number of people can be seen as trauma the
whole society, not as the sum of individual traumas (Hadžić 2019).
The situation caused by the coronavirus epidemic, as an elemental
catastrophe, could be called a social crisis, general social stress, and
in some states, a social trauma. Reflecting on these issues helped stu-
dents to understand the child’s position and experiences during pan-
demic and to shape the metaphors and main character in their stories
with which the child can identify himself and predict the new event,
project his problem and resolve the situation. Further, students con-
tinued to write a fable together, focused on the healing metaphor and
therapeutic massage, the climax or culmination of the fable, the turn-
ing point/peripeteia, and the outcome of the therapeutic fairy tale. All
these elements had to have a preventive and healing role, but also,
the literary and aesthetic characteristics and values. Through several
online whole-group reflections, peer-reviewing process and individual
reviewing, students were given immediate feedback and the guidance
in the process of creating the stories. Insisting on this model of inter-
subject linking, students’ learning experiences were integrated from
the different aspects: ‘emotional relevance, engagement in fulfilling
activity, working on shared challenges with others’ (Barnes 2015, 265).
Within this phase, professors made a small-scale evaluation, a micro-
study described further in this paper, as an integrative process of their
cross-curricular teaching and students’ learning experiences.
4. Celebration of learning and new skills where students together with pro-
377
ing. Also, students were introduced to new knowledge on meaning,
structure and elements of the therapeutic stories, but also, into skills of
literal writing and stylistic arrangement of a literary work by a professor
of literature.
3. Progression – process of writing the therapeutic fairy tales, began with
brainstorming on metaphors as the central element of the therapeu-
tic fairy tales, that was derived from experience of social distance, and
staying in isolation and quarantine. The epidemic is a typical elemental
disaster, and the problem is that the child does not see the destruc-
tion clearly (e.g., as in a flood or an earthquake), but indirectly sees
through the media and everyday living conditions its consequences.
Students emphasized the isolation as a particularly difficult condition,
because physical and social contacts are the developmental needs of
young children, as well as the need for more pronounced movement
and outdoor play. The consequence of traumatized experiences ex-
perienced by a larger number of people can be seen as trauma the
whole society, not as the sum of individual traumas (Hadžić 2019).
The situation caused by the coronavirus epidemic, as an elemental
catastrophe, could be called a social crisis, general social stress, and
in some states, a social trauma. Reflecting on these issues helped stu-
dents to understand the child’s position and experiences during pan-
demic and to shape the metaphors and main character in their stories
with which the child can identify himself and predict the new event,
project his problem and resolve the situation. Further, students con-
tinued to write a fable together, focused on the healing metaphor and
therapeutic massage, the climax or culmination of the fable, the turn-
ing point/peripeteia, and the outcome of the therapeutic fairy tale. All
these elements had to have a preventive and healing role, but also,
the literary and aesthetic characteristics and values. Through several
online whole-group reflections, peer-reviewing process and individual
reviewing, students were given immediate feedback and the guidance
in the process of creating the stories. Insisting on this model of inter-
subject linking, students’ learning experiences were integrated from
the different aspects: ‘emotional relevance, engagement in fulfilling
activity, working on shared challenges with others’ (Barnes 2015, 265).
Within this phase, professors made a small-scale evaluation, a micro-
study described further in this paper, as an integrative process of their
cross-curricular teaching and students’ learning experiences.
4. Celebration of learning and new skills where students together with pro-
377
