בס"ד, שנה"ל תשע"א מוסיקה, ספרות ותיאטרון בובות. הילדים.

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1 בס"ד, שנה"ל תשע"א שם הקורס: קוד הקורס: שם המרצה: היקף הקורס: סוג הקורס: מסלולים הלימוד: קבוצת הלימוד: דרישות קדם: עיצוב הגן כאתר אסתטי גב' יעל ניאגו ש 1 "ש שיעור וסדנה גננות והגיל הרך טיפוח אקלים כיתה מטרות הקורס: הסטודנט יכיר מגוון סוגי אמנויות כגון: אמנות פלסטית, דרמה, תנועה, מוסיקה, ספרות ותיאטרון בובות. הסטודנט ייחשף למגוון עיצובים וטכניקות לקישוט הגן כאתר אסתטי. הסטודנט יפתח את יכולתו לחשוב ולהביע עצמו בדרכים אמנותיות (בצליל, במראה ובתנועה). הסטודנט יתנסה ביצירה אמנותית עם חומרים והתאמתה לסביבה הלימודית (למרחב הגן ולתכנים הנלמדים בו). הסטודנט יבין את החשיבות של האמנויות בהוראה ובלמידה ואת תרומתן ללומד ולפעילות הגננת. הסטודנט יבחן את אפשרויות השילוב של האמנויות בתכנית הלימודים בגן הילדים. האמנות לסוגיה וחשיבותה כיסוד לימודי עקרונות מנחים לטיפוח גן הילדים כאתר אסתטי התנסות אסתטית בגן הילדים חשיבותו של החינוך האסתטי ותרומתו לפעילות הילד ולעבודת הגננת עיצובים וטכניקות לקישוט מרחב הגן (פנים הגן והחצר), התייחסות ל: 5.1. גודל ומבנה, צורכי השטח ואופן חלוקתו 5.2. קומפוזיציה והתאמת צורה וצבע לנושא ולסביבה הלימודית 5.3. קישוט על קיר ועל חלון 5.4. קישוט בחלל, בתלת מימד 5.5. קישוט בתצוגה תכני הקורס: אביזרים דידקטיים 1

2 התנסות אמנותית לפיתוח הפוטנציאל היצירתי, כגון: חשיבה רב כיוונית, מקוריות, ספונטניות והבעה בדרכים אמנותיות. תכנון ועיצוב משחקים ואביזרים להוראה וללמידה בגן ולהגברת המוכנות לבית-הספר, בנושאים כמו: 7.1. מספרים, צורות הנדסיות, אותיות, לשון והבעה 7.2. חג ומועד, עונות השנה, טבע וסביבה, שירים וסיפורים נושאים הנוגעים לתחום החברתי והרגשי..6.7 שילוב של עבודה יחידנית, עבודה בקבוצה ובמליאה 1. השתתפות פעילה והגשת תיק עבודות 2. קריאה מודרכת בחומר ביבליוגרפי 3. עבודה מסכמת ופרזנטציה בכיתה (הנחיות והערכה תוצגנה בקורס/ מלווה קורס). דרכי הוראה: חובות הקורס: באתר ביבליוגרפיה: קריאת חובה מסומנת ב- אליסון, ש' וגריי, ג' באב, צ' ואגם, ר' (1997). 365 ימים של משחק יצירתי (ב' מנס, (המקור פורסם ב ) (1995). הבעה ויצירה בחומרים: חינוך אומנותי לילדי הגן. ירושלים: מעלות. ברק, ב' (1992). בחן ובקלות נטפח סביבה חינוכית. גדרה: כיוונים. גולדברגר, ד' (עורך). (2002). מתודופדיה: אנציקלופדיה למתודות, הנחייה והפעלה. תל-אביב: ידיעות אחרונות. דז'טלובסקי, ד' (1970). תיאטרון-בובות-בגן-הילדים. תל-אביב: אוצר המורה. דה בונו, א' דה בונו, א' (1988). מדריך לחשיבה יוצרת (א' רפן, תל-אביב: כנרת. (המקור פורסם ב- (1973 האס, מ' וויליאמס, וורנר, פ' ד' (1995). יצירתיות רצינית (ד' שרון, והספורט. (המקור פורסם ב ) ירושלים: משרד החינוך, (1998). ילדי הגן מתנסים ומתבטאים בחומרי אומנות. (2002). מיומנויות חזותיות בגיל הרך (א' (המקור פורסם ב ) רבינוביץ, התרבות (2004). לשחק וללמוד עם ילדי הגן (א' רבינוביץ, קריית ביאליק: (המקור פורסם ב ) יחזקאלי, י' (1988). תיאטרון בובות. תל-אביב: רשפים. יחזקאלי-ניאגו, י' (1998). תיאטרון בובות ככלי לטיפוח חינוך אסתטי בגן הילדים. חיבור לשם קבלת תואר מוסמך, אוניברסיטת חיפה. אביזרים דידקטיים 2

3 ח ) יסעור, ח' וקרמר, ע' (2002). לגלות את מעשה היצירה. כפרי, ח' וארידן, ר' (1992). אוגדן רעיונות להפעלה בגיל הרך. עומר: שרה בץ. לוין, ג' (2003). מודעות ליופי - מבעיות החינוך האמנותי. הד הגן, 67(3), לומברד, א', לימור, ד', מיכלוביץ, ר', סגן, נ', סלע, ל', בר, ו' ואחרים לנדאו, א' מויילס, ג"ר (1995). תכנית מסגרת לגן הילדים: הממלכתי והממלכתי-דתי הערבי והדרוזי (גילאי 6-3). ירושלים: משרד החינוך התרבות והספורט. (1973). יצירתיות. תל-אביב: גומא. (1997). רק משחק?: תפקידו ומעמדו של המשחק בחינוך לגיל הרך (ב' מנס, (המקור פורסם ב ) מור, ס' וסברדלוב, א' (2001). קסם של תיאטרון: מדריך לגננת. ירושלים: מעלות. מיכלוביץ, ר' (1999). בתוך א' חינוך קדם יסודי בישראל, התפתחותן התפיסות ויישומן בעשייה החינוכית. פלד (עורך), יובל למערכת החינוך בישראל (כרך ג, עמ' ). ירושלים: משרד החינוך, התרבות והספורט. מלצר, ש' (2004). בין תמונות אמנות: שילוב אמנויות בפיתוח אוריינות. חיפה: אוניברסיטת חיפה. ניר-יניב, נ' וויטנר, ז' סולברג, ש' ר' פיקה, והתרבות. (עורכות). (1991). מדריך לצריכת תרבות לגיל הרך. ירושלים: משרד החינוך (2007). פסיכולוגיה של הילד והמתבגר (מהדורה שנייה מתוקנת ומורחבת). ירושלים: מאגנס. (2009). משחקים גדולים לילדים קטנים (ד' (המקור פורסם ב ) איזנברג, צרפתי, מ' (1994). אמנות הילד: הגשת חומרי יצירה בילדות המוקדמת (הגיל הרך). תל-אביב: המכון לאמצעי הוראה. קוהל, מ' (1997). אמנות לילדי הגן. קוסטר, א' (1986). מרוץ מלים: משחקי מלים ואותיות. תל-אביב: מודן. קופנר, קוק, ג' ט' (2003). לקט הפעלות לילדים בגיל הגן (א' פורסם ב ) כץ, מתרגם). (המקור (2003). מיומנויות חושיות (סנסוריות) בגיל הרך (א' רבינוביץ, קליין, פ"ש וגבעון, ד' (המקור פורסם ב ) (עורכות). (2003). חלונות לעולם: אמנות ומדע להעשרת החוויה הלימודית בגיל הרך. תל-אביב: רמות. קרטיס, א' (2000). תכנית חינוכית לילדים בגיל טרום חובה: ללמוד כיצד ללמוד ש' רביד, רובין, ז' ופלד, (המקור פורסם ב ) ת' מעלות. ' כפרי, (2001). מה בעצם?: הצעה לתכנון לימודים רב-תחומי ורב-ממדי. ירושלים: (1995). לרקוד את אבותינו: תנועה ומחול ככלים דידקטיים להוראת סיפורי תנ"ך בחינוך המיוחד (ג' גרוסמן, תל-אביב: משרד החינוך והתרבות. אביזרים דידקטיים 3

4 רונן, ד' (1999). החינוך האמנותי במדינת ישראל. בתוך א' רום, א', סגל, מ' וצור, ב' פ' שילר, שיין, ל' ורוזנו, פלד (עורך), יובל למערכת החינוך בישראל (כרך ב, עמ' ). ירושלים: משרד החינוך, התרבות והספורט. מופ"ת. ג' (2003). ילד מה הוא אומר? על התפתחות שפה אצל ילדים. תל-אביב: מכון (1997). תכנית הלימודים המיידית (ב' (המקור פורסם ב ) מנס, קרית-ביאליק: (עורך). (תשס"ח). מחמאות כפיים: יצירות פאר מאביזרים נפסדים (כר' א-ג). ירושלים: ל' שיין. שינמן, ש' (1995). תיאטרון הכיתה: תכנון לימודים אורגני. תל-אביב: צ'ריקובר. שינמן, ש' (1999). מיתוסים ופרדוקסים בחינוך האסתטי בישראל: מבט רטרוספקטיבי. בתוך א' פלד שוורץ, (עורך), יובל למערכת החינוך בישראל (כרך ב, החינוך, התרבות והספורט. עמ'.( ירושלים: משרד י' (1983). טיפוח עמדות בתחום החינוך האסתטי סביבתי, ניסוי קבוצתי. בתוך א' כהן שפיר, ש', ענר, ת' ופרבר, מ' (עורך), החינוך כמפגש(עמ' ). חיפה: אוניברסיטת חיפה, בית הספר לחינוך. (1995). שילוב אומנויות בהוראה חינוך ליצירתיות. תל-אביב: משרד החינוך והתרבות. Barnes, R. (2002). Teaching art to young children 4-9 (2nd ed.). London: Routledge- Falmer. Bresler, L., & Thompson, C. M. (Eds.). (2002). The arts in childrens lives: Context, culture, and curriculum. Dordecht, The Netherlands: Kluwer Academic Publishers. Brewer J. A. (2001). Introduction to early childhood education: preschool through primary grades (4th ed.). Boston: Allyn & Bacon. Currell,D. (1986). The complete book of puppet theatre. London: A. & C. Black. Craft, A., Jeffrey,B., & Leibling, M. (Eds.). (2001). Creativity in education. London: Continuum International Publishing Group. Danko-McGhee, K. (2006). Nurturing aesthetic awareness in young children: Developmentally appropriate art viewing experiences. Art Education, 59(3), 20-24, Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press. אביזרים דידקטיים 4

5 Isenberg, J. P., & Jalongo, M. R. (2010). Creative thinking and arts-based learning: Preschool through fourth grade (5th ed.). Upper Saddle River, N.J.: Merrill. Jalongo, M. R., & Stamp, L. N. (1997). The arts in children`s lives: Aesthetic education in early childhood. Boston: Allyn & Bacon. Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (1999). Developmentally appropriate curriculum: Best practices in early childhood education (2nd ed.). Upper Saddle River, N.J.: Merrill. Koster, J. B. (2004). Growing artists: Teaching art to young children (3 rd ed.). New York: Thomson Delmar Learning. Lim, B. (2004). Aesthetic discourses in early childhood settings: Dewey, Steiner, and Vygotsky. Early Child Development and Care, 174(5), McCoy, A. H. (2007). The arts: Who needs them? We all do!. The Delta Kappa Gamma Bulletin, 73(2), Meiners, J. (2005). In the beginning: Young children and arts education. International Journal of Early Childhood, 37(2), Rump, N. (1996). Puppets and masks: Stagecraft and storytelling. Worchester, Mass.: Davis Publication. Seefeldt, C. (2002). Creating rooms of wonder: Valuing and displaying children's work to enhance the learning process. Lewisville, NC.: Gryphon House. Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What educators can learn from Reggio Emilia. Art Education, 54(3), Tarr, P. (2004). Consider the walls.young children on the web, May, 1-5. Retrieved August 16, 2010, from אביזרים דידקטיים 5

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