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Številka 1/2014 ~ Issue 1/2014



Irena Novak Popov: Pesnik in glasbenik: skica sodobnih stičišč. Jezik in slovstvo. 1/2014. 3–19.
Prispevek analizira nove oblike interakcije poezije in glasbe, ki se v zadnjem času uveljavljajo kot intermedialni dogodki. Posebej se posveča pesnikom, ki v naslovih, imenih, motivih, življenjski filozofiji in glasbeno motivirani kompoziciji pesniških besedil izpričujejo trajno zanimanje za zvočnost. Opisuje tudi njihove večmedijske projekte in glasbeno-pesniške dogodke, ki so bili posneti na alternativnih kulturnih prizoriščih in so dostopni na zvočnih nosilcih ali kot videospoti preneseni na splet.
Ključne besede: sodobna slovenska poezija, intermedialnost, sodelovanje pesnika in glasbenika, Primož Čučnik, Gregor Podlogar, Andraž Polič, Tone Škrjanec, Tomislav Vrečar

Irena Novak Popov: The Poet and the Musician: An Outline of Contemporary Contact Points. Jezik in slovstvo. 1/2014. 3–19.
The article provides an analysis of new forms of interaction between poetry and music that have become established in recent times as intermedia events. Particular attention is devoted to poets who express a lasting interest in sonic qualities, whether in titles, motifs, life philosophy or in the musically motivated composition of poetic texts. The article also describes various multimedia projects and music-poetry events that have been recorded at alternative cultural venues and are accessible on sound media or as videos transferred to the Internet.
Keywords: contemporary Slovenian poetry, intermedia, collaboration between the poet and the musician, Primož Čučnik, Gregor Podlogar, Andraž Polič, Tone Škrjanec, Tomislav Vrečar

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|3–19



Alojzija Zupan Sosič: Partizanska zgodba v sodobnem slovenskem romanu. Jezik in slovstvo. 1/2014. 21–42.
V novem tisočletju je postala partizanska zgodba v sodobnem slovenskem romanu zelo pogosta. Ta vzpostavlja do partizanstva, prav tako kot trenutna družbena situacija, različna razmerja v naslednjih romanih: Da me je strah? Maruše Krese, Saga o kovčku Nedeljke Pirjevec, Angel pozabe Maje Haderlap, Opoldne zaplešejo škornji Zdenka Kodriča, Paloma negra Miha Mazzinija, Ubijanje kače Jožeta Snoja in To noč sem jo videl Draga Jančarja. Razmerja nihajo od etične odgovornosti do zgodovinskega spomina skozi ponovni premislek zgodovine do njene relativizacije v smislu demitizacije, profanizacije, eksotizacije ali poetizacije partizanstva.
Ključne besede: partizanska zgodba, sodobni slovenski roman, relativizacija zgodovine, zgodovinski spomin

Alojzija Zupan Sosič: The Partisan Story in the Contemporary Slovenian Novel. Jezik in slovstvo. 1/2014. 21–42.
In the new millennium, the Partisan story has become very common in the contemporary Slovenian novel. As in the current social situation, the genre establishes different relationships towards the Partisan struggle for freedom in the following novels: Da me je strah? by Maruša Krese, Saga o kovčku by Nedeljka Pirjevec, Angel pozabe (Engel des Vergessens) by Maja Haderlap, Opoldne zaplešejo škornji by Zdenko Kodrič, Paloma negra by Miha Mazzini, Ubijanje kače by Jože Snoj and To noč sem jo videl by Drago Jančar. The relationships oscillate between ethical responsibility and historical memory through a reassessment of history to the point of relativising it in the sense of the demythologisation, profanation, exotification and poeticisation of the Partisan struggle.
Keywords: the Partisan story, the contemporary Slovenian novel, relativising history, historical memory

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|21–42



Agata Glaz: Tema nasilja totalitarnih režimov v literarnih besedilih nekaterih slovenskih pisateljic in publicistk. Jezik in slovstvo. 1/2014. 43–52.
Pričujoča razprava tematizira izkušnje nasilja totalitarnih sistemov v delih slovenskih literarnih ustvarjalk in publicistk. Razprava se osredinja na besedila Angele Vode, Alme Karlin, Maje Haderlap in Angele Piskernik. Protagonistke povezuje nasilje, ki so ga doživele v koncentracijskih taboriščih. Besedila razkrivajo doživljanje psihičnega in fizičnega nasilja med drugo svetovno vojno ter vlogo in položaj žensk v obdobjih nacizma in komunizma. Posebno mesto zavzema literarno delo Skriti spomin Angele Vode, avtorice, ki je doživela represijo obeh totalitarnih sistemov, nacizma in komunizma. Maja Haderlap z romanom Angel pozabe opozarja na medkulturnost, ki se izraža v travmatični zgodovini koroških Slovencev med drugo svetovno vojno.
Ključne besede: nasilje, totalitarni sistem, komunizem, nacizem, vloga ženske

Agata Glaz: The Topic of Violence in Totalitarian Regimes as Presented in the Works of Slovenian Woman Literary Authors and Publicists. Jezik in slovstvo. 1/2014. 43–52.
The discussion engages with the experience of violence in totalitarian systems as presented in the works of Slovenian woman literary authors and publicists. It focuses on the works of Angela Vode, Alma Karlin, Maja Haderlap and Angela Piskernik, all of whom were exposed to violence during internment in concentration camps. The texts reveal the experience of physical and psychological violence during World War II, as well as the role and position of women in the Nazi and Communist periods. A special place is assigned to the literary text Skriti spomin (Hidden Memory) by Angela Vode, who lived through the repression of both totalitarian regimes: Nazism and Communism. With the novel Engel des Vergessens (The Angel of Oblivion), Maja Haderlap draws attention to the interculturalism expressed in the traumatic history of the Carinthian Slovenes during World War II.
Keywords: violence, the totalitarian system, Communism, Nazism, the role of women

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|43–52



Zoran Božič: Delo Franceta Bevka v luči literarne zgodovine in srednješolskih beril. Jezik in slovstvo. 1/2014. 53–67.
Prispevek predstavlja literarnozgodovinski pogled na vlogo in pomen leposlovnega dela Franceta Bevka in ga primerja z njegovim položajem v srednješolskih berilih. Zaradi vzporejanja z literarnozgodovinsko in šolsko usodo Ivana Preglja in Cirila Kosmača se primerjava osredotoča na obdobje po drugi svetovni vojni. Medtem ko se je Bevkov literarnozgodovinski položaj predvsem zaradi njegove narodnoozaveščevalne vloge v obdobju med dvema vojnama ohranjal, je po osamosvojitvi Slovenije postal obroben srednješolski avtor. Edino besedilo, ki ga (neobvezno) prinašajo sodobna srednješolska berila, je znani Bevkov roman Kaplan Martin Čedermac.
Ključne besede: France Bevk, Ivan Pregelj, Ciril Kosmač, literarna zgodovina, srednješolska berila

Zoran Božič: The Work of France Bevk in the Light of Literary History and Secondary School Reading Materials. Jezik in slovstvo. 1/2014. 53–67.
The article presents a literary-historical view of the role and significance of France Bevk’s literature by comparing it with the author’s role in secondary school reading materials. Seeking parallels with the literary-historical and schooling situations of Ivan Pregelj and Ciril Kosmač, the comparison is focused on the post-World War II period. While Bevk’s literary-historical position in the interwar period was preserved largely due to his role in building national awareness, after Slovenia’s independence, he became a somewhat marginalised secondary school author. The only text (optionally) treated in secondary school reading texts is Bevk’s novel Kaplan Martin Čedermac.
Keywords: France Bevk, Ivan Pregelj, Ciril Kosmač, literary history, secondary school reading materials

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|53–67



Jožica Jožef Beg: Pogledi na literarno zmožnost v didaktiki književnosti. Jezik in slovstvo. 1/2014. 69–81.
Članek obravnava specifičnost literarnobralne zmožnosti v primerjavi s splošnobralno zmožnostjo ter podaja primerjavo vloge književnosti v evropskih šolskih kurikulih, iz katere je razvidno, da pouk književnosti v slovenskih srednjih šolah sledi evropskim trendom. S predstavitvijo nekaterih definicij in tipologij literarne zmožnosti opozarja na različne strokovne pristope v domači in tuji strokovni literaturi ter opredeljuje mesto razvijanja zmožnosti literarnega branja znotraj kompetenčnega pristopa k pouku književnosti.
Ključne besede: literarna zmožnost, ključne zmožnosti, književnost v šolskih kurikulih, srednja šola

Jožica Jožef Beg: Views of Literary Competence in the Didactics of Literature. Jezik in slovstvo. 1/2014. 69–81.
The article deals with the specifics of the skills required to read literature as compared to general reading ability, providing a comparison of the role of literature in European school curricula, from which it is evident that teaching literature in Slovenian secondary schools is in line with European trends. By presenting some definitions and typologies of literary competence, the article draws attention to the different professional approaches in Slovenian and foreign literature, thus defining the position of literary competence development within the competence approach to teaching literature.
Keywords: literary competence, key competences, literature in school curricula, secondary school

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|69–81



Maja Šebjanič: Pripravništvo profesorjev slovenščine v Sloveniji in Avstriji. Jezik in slovstvo. 1/2014. 83–95.
Pripravništvo je načrtovano in strokovno vodeno praktično usposabljanje učiteljev začetnikov za samostojno delo. Kot tako pomeni vstopanje v poklic in uvajanje v pedagoško delo. Organizacija pripravništva se razlikuje od države do države. V Sloveniji in Avstriji je vstop v pedagoški poklic urejen in organiziran na državni ravni. Modela sta precej podobna, vendar se v nekaterih pomembnih vidikih razlikujeta. Izsledki manjše empirične raziskave, ki je temeljila na posredovanju izkušenj profesorjev slovenščine s pripravništvom, kažejo nekatere pomanjkljivosti obstoječe ureditve pri nas in nakazujejo možne spremembe za kakovostnejši vstop in uvajanje profesorjev slovenščine v pedagoško delo.
Ključne besede: pripravništvo, učitelj začetnik, profesor slovenščine, slovenska zakonodaja, avstrijska zakonodaja, empirična raziskava

Maja Šebjanič: Internship for Upper Secondary School Teachers of Slovene in Slovenia and Austria. Jezik in slovstvo. 1/2014. 83–95.
Internship is the planned and professionally managed practical training of beginner teachers to achieve independence in their work. As such, it means entering the profession and learning pedagogical skills. The organisation of internship differs from country to country. Both in Slovenia and Austria, entering the teaching profession is organised and regulated on the state level. Although the models are rather similar, they demonstrate differences in some aspects. The results of empirical research based on the experiences of secondary school teachers of Slovene during internship show some deficiencies in the way they are currently organised, and highlight possible modifications aimed at improving the process that introduces secondary school teachers of Slovene to their pedagogical work.
Keywords: internship, the upper secondary school teacher of Slovene, Slovenian legislation, Austrian legislation, empirical pilot study

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|83–95



Renata Čampelj: Doseganje književnovzgojnih ciljev z IKT v gimnaziji. Jezik in slovstvo. 1/2014. 97–108.
S povezavo obeh osnovnih metodoloških raziskovalnih paradigem, kvantitativne in kvalitativne, smo v naši raziskavi združili na eni strani eksperiment in na drugi akcijsko raziskovanje na vzorcu dveh oddelkov splošne gimnazije. Eksperiment smo izvajali v dveh fazah, pri čemer sta se v vsaki fazi vlogi kontrolne in eksperimentalne skupine izmenjavali. Vsaka faza je vključevala okvirno tri tedne projektnega dela z učenjem na daljavo. Prva eksperimentalna faza je vključevala delo na daljavo v kombinaciji tehnologije ter klasičnega učbenika in delovnega zvezka, druga faza pa samo delo v spletni učilnici. Merski instrument so bili testi in anketni vprašalniki – z uporabo te kombinacije raziskovalnih metod smo potrdili našo temeljno hipotezo, da se s sodobnimi pristopi pri pouku književnosti dosegajo književnovzgojni cilji (književne sposobnosti, književno znanje in vzgojni cilji) enako kakovostno kot pri klasičnem pouku.
Ključne besede: književnovzgojni cilji, učenje na daljavo, eksperiment, akcijsko raziskovanje, IKT

Renata Čampelj: Achieving Literary Educational Goals with Information and Communications Technology (ICT) in Grammar School. Jezik in slovstvo. 1/2014. 97–108.
Bringing together both quantitative and qualitative methodological research paradigms, our analysis combines experimental and action research based on two grammar school (gimnazija) classes. The experiment was carried out in two phases, each involving approximately three weeks of distance learning project work, with the control group and the experimental group taking turns in each phase. The first experimental phase included distance learning by means of technology, classic textbook and workbook, while the second phase only involved work in an Internet classroom. Tests and questionnaires were used as measurement instruments. By adopting this combination of research methods, we confirmed our initial hypothesis that literary educational goals (literary competence, literary knowledge and educational goals) can be achieved with equal success both by classic teaching methods and contemporary approaches.
Keywords: literary educational goals, distance learning, experiment, action research, ICT

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|97–108



V branje vam priporočamo/Recomended Readings

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2014|1|109-110