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26Y^K 172.4
DISTRIBUTION OF SOME FAIRY TALE TYPES IN DIFFERENT CULTURES AND MAPPING AS INNOVATION IN SCHOOL PRACTICES*
M.M. Blazic
University of Ljubljana (Slovenia)
The discussion deals with the Slovene young adult literary culture in the period 1848/50-2018 on selected examples from young adult literature that have characterized the literary culture in the Slovenian territory. Folklore studies are presented, as well as the versions of the distribution of selected fairy tale types in different cultures. On the example of the Slovenian folk tale The Golden Bird contributions to the spatial understanding of literary culture are presented. Based on the mapping of The Golden Bird as a case study of Slovenian folk tale, the distribution of fairy tale types across different languages, literature and cultures is presented. This is followed by the presentation of examples with the possibility of transferring mapping into teaching practice.
Keywords: mapping, fairy tales, Golden Bird, Beautiful Vida, Old Ljubljana, Erasmus students.
Introduction
In modern times, the connection between (young adult) literary science, geography and ICT is clearly visible. Placing fairy tales in geographical space is based on the internationally recognized folk-
*
The article was created within the project «ICT in UL pedagogical study programs». The project «ICT in the pedagogical study programs of UL» is partly financed by the Republic of Slovenia and the European Union from the European Social http://www.eu-skladi.si/, 1 July 2017-30 April 2018. https://www.uni-lj. si/o_univerzi_v_ljublj ani/projekti/projekti_2014_2020-
/inovativne_in_prozne_oblike_poucevanja_in_ucenja_(inovup)_2018_2022/ Individual project with students continues.
© Blazic M.M., 2020
tale index by H.J. Uther and the international ATU designation1. In addition to the spatial placement of national texts in the international space, i.e., geographical space, it is important, given the possibilities, to also place texts in a literary-historical continuum stretching from antique literature to the present day.
The goals of fairy tale mapping are spatial analyses of young adult literary science, interdisciplinarity - digital humanities, making maps in kindergartens (e.g. real maps [trail from home to kindergarten or school]; imaginary maps based on knowledge of Slovenian picture books [short contemporary fairy tales in the form of picture books], such as the trail of the Muca Copatarica [Puss in Slippers [1st grade] etc.) and in primary schools (e.g. the trail of Sapramiska [4th grade] from the barn to the magic hazel bush; the route of Martin Krpan [7th grade] from Vrh pri sv. Trojici to Trieste, Vienna, etc.). Less known is the fact that in 1855 [1]. F. Levstik wrote the tale Martin Krpan z Vrha (Martin Krpan from Vrh) in two parts. The first part was published under the title Martin Krpan z Vrha pri Sveti Trojici [Martin Krpan from Vrh pri Sveti Trojici] in 1858 in the Slov-enski narod newspaper. The second part, which is related intertextu-ally to Andersen's fairy tale The Tinderbox, was published only in his Zbrana dela [Collected Works] (1931 and 1956) and is in fact unknown. That is why the challenge is to draw an imaginative map of Martin Krpan's trail to the imaginative land of the Midgets, King Jekovac, etc. The national text of Martin Krpan needs to be placed in an international context, i.e., the context of geography and literary history, since the motif of Martin Krpan and Brdavs is also intertex-tually related to the motif of Odysseus and Polyphemus. National texts are not monocultural but are always part of an international context. An excellent example is the mapping of the fairy tale type/motif ATU 1651A, Fortune with Salt2 [2, p. 355]. The mapping
1 ATU is an international designation, an acronym based on the surnames of three folklorists (Antti Aarne, Stith Thompson, Hans-Jörg Uther) who published an internationally classified folk tale index.
The fairy tale type or motif Fortune in Salt can be understood differently, e.g. wealth/property/happiness in salt, etc. This is a working explanation made for the purposes of this disquisition. The essence of the fairy tale motive is that a person trades in salt (ATU 1651A) in countries where there is either no salt or a need for it 35
of the salt motif in fairy tales reveals the international context of national texts. The salt motif in fairy tales is thus widespread throughout the world (e.g. Belarus, Bulgaria, Egypt, Estonia, India, Iraq, Italy, Israel, Karelia, Latvia, Resia3 [3, s. 249], Russia, Serbia, etc.).
The goal is to create maps, including real ('my trail to kindergarten/school'), literary (authors, theaters, libraries, etc.), fantastic (imaginary, e.g. maps of Cicibanija, Kosovirija, Pedenjcarstvo, Poteru-nija, Zvezdica Zaspanka, etc.), and thematic literary maps of compulsory-reading authors from the nine-year curriculum (e.g. Cankar's trail in Ljubljana, Preseren's trail in Ljubljana, fairy tale trails through Ljubljana [e.g. Ljubljana Castle, City Hall, Dragon Bridge, etc.]), with the possibility of upgrading such as adding texts relating to a specific space, as well as illustrations and music into designations (e.g. Preseren's Lepa Vida; R. Trkaj, Lepa Vida [video], etc.).
Method
The method used is descriptive and qualitative. It is based on the methodology of young adult literary science and the interdisciplinari-ty of folkloristics and literary science, or comparative young adult literature.
Results with disquisition
1. Mapping in theory and pedagogical practice
In his disquisitions, the distant reading theorist Franco Moretti searched for literary and developmental patterns in literary texts beyond national borders, which cannot be achieved within the traditional literary science method of close reading. His method is more quantitative than qualitative and interdisciplinary because it also drives the development of digital humanities. With distant reading, which represents the path from text to model, Moretti looks for simi-
exist, which in fairy tale terminology is a constant called deficiency? (V. Propp). Salt can be understood literally or metaphorically (wit, reason, mind). However, this is a subtype of the larger fairy tale type ATU 1651 Whittingston Cat. The basic motive is that in a certain country an essential thing is missing, therefore a young man (human, merchant, poor woman) buys a cat and gives it to a merchant (gentleman) who then with its help saves the land (caravan, ship, trade ...) of this scourge.
3 https://www.dlib.si/stream/URN:NBN:SI:DOC-52P37HQ7/9ff5a8c3-a0e7-4858-bb4b-65c7425fac83/PDF
larities in patterns. Through mapping, including graphs and evolutionary trees, Moretti conceptualizes international time and space and the formal elements of literary texts. His method was used in the ZRC SAZU project entitled Space of Slovenian Literary Culture, but the application of Moretti's remote reading in this disquisition on mapping of selected fairy tales, especially the Search for the Golden Bird, is simplified for the purpose of study in pedagogical practice.
There are known cases in youth literature that some children's and/or young adult books contained either a real or an imaginary map. There is a known example of two fairy tales by A.A. Milne, Winnie-the-Pooh (1926) and the The House at Pooh Corner (1928), which had a map of trails on the inside covers. Very well known in young adult literature is the case of J.R.R. Tolkien and his Lord of the Rings (1948) which contains a complex imaginary map.
Also known is Raymond Queneau's picture book entitled Un conte a votre facon which is drawn up as an imaginary map that young readers can read back and forth. In Slovenian literature, there is also such an example, since the picture book by Lila Prap, Tisoc in enapravljica, contains an imaginary map.
Alberto Manguel and Gianni Guadalupi published The Dictionary of Imaginary Places in 1980, 1987 and 1999, in which they collected units of many imaginary lands, cities, islands and other imaginary or fantastic spaces (e.g. Narnia, Oz, Utopia, etc.).
In Slovenian young adult literature, imaginary lands, cities or places are often mentioned [4], e.g. Butale, Cicibanija, Kosovirija, Indija Koromandija, Mesto Ric-Rac, Otok Niga, Pedenjcarstvo, PekarnaMismas, Samponija, Tisocera mesta, etc. They are inhabited by imaginary creatures.
With the students of the Faculty of Education at the University of Ljubljana, who were distributing drawing folders in kindergartens and primary schools, we made some examples in the 2017/18 academic year, not only in elective subjects (Young Adult Literature, Intercultural Young Adult Literature and Creative Writing), but also during regular subjects.
2. Fairy tale type - Search for the Golden Bird
The German folklorist Hans Jörg Uther is the author of the world-renowned International Folktale Type Index. In the type index of the
Slovenian folk tale, Zlata ptica (Golden Bird) is listed under ATU 550 [1, p. 318-320], titled Ptic, konj in princesa (Bird, Horse and Princess), formerly called Iskanje zlate ptice (Search for the Golden Bird). Uther states that the folktale type consists of two different introductory episodes with a common centrepiece.
Introductory episode: 1) Every night an unknown person steals golden apples from the king's tree. The two older princes fall asleep when they are supposed to guard apples against theft, but the youngest prince is able to spot the perpetrator. He sees the golden bird (B102) and obtains one of its coloured (gold) feathers. The king falls ill, only the singing of the golden bird could cure him. He orders them to find her. Centrepiece: The three brothers head out to search for the golden bird. The first two meet a fox (wolf) they intend to shoot. The fox warns them to be careful in the village inn, but the two do not heed the warning. They forgot about their father and the bird. The youngest son is kind to the fox and listens to its advice, thus managing to find the golden bird. Despite the advice of the fox, the youngest one also takes the golden cage and wakes the guards. To save his life, he goes on a quest for a golden (magical) horse. He again takes the golden reins, so the guards wake up and condemn him to death, until he brings the golden girl (princess). With the help of the fox, he manages to bring home the golden princess, the golden horse and the golden bird. He rescues his brothers from the gallows, although the fox advises him against it. His brothers steal his bird, his horse and the princess, and even try to kill him. The older brothers pretend and bring precious things to their father. The fox saves the youngest brother's life (with the water of life). The golden bird, the horse and the princess recognize the youngest brother and rescue him. (In the end, the youngest brother marries the princess, while his brothers are punished). In some variants the king is greeted by bird singing (ATU 551) [1, s. 318-320].
Uther also lists various combinations of the folk tale type ATU 550 with episodes of one or more different types, e.g. 300, 301, 314, 531, 551, 780, also 302, 303, 303A, 304, 329, 400, 461, 5050, 513, 516, 520 and 707. The folk tale type ATU 550 is often combined with the folk tale type ATU 551.
In the paragraph on ATU 550 variants that appear in different cultures, Uther listed about 120 of them. In ATU 551 variants, around
90 of them are listed, totalling more than 210. All of these variants are similar (Search for the Golden Bird or bull / gold coin / shoes / girl / rain / touch / goose / castle / button / hill / pear / apple / egg / stone / drops / (little) key / chalice / hat / horse / hen / crown / hair / lion / thread / dress / donkey / ram / powder / ring / fish / flower / axe / chest / calf / tolars / embroidery / gold coin / Goldhorn / golden-haired / golden-winged / Goldilocks / golden-feathered / golden-beaked / golden-maned / grain / ball), but differ depending on the specific culture.
In antiquity, i.e. in antique literature, the Argonauts searched for the mythical Golden Fleece, in medieval legends, a golden chalice was sought after, in modern fairy tales a golden bird/apple/pear, etc., what the Swiss folklorist Max Luthi called metallization. Of all the metals, fairy tales prefer most precious and rare ones: gold, silver, copper.
3. Mapping - The Golden Bird
In 1852, Matija Valjavec published a fairy tale entitled Zlata tica4 in Slovenska bcela: Leposlovni tednik, which is according to the known sources the first publication of this fairy tale to date. Since its founding in 1945, the Mladinska knjiga publishing house published over fifty book collections for children and/or youth. The collections were founded by the great author, translator and editor (1945-1972) Kristina Brenk (1911-2009). Of these children/youth collections only three have survived to date. The first was Cebelica of 1953 which is still being published. The second was Zbirka Zlata ptica, a collection of folk tales from world literature dating back to 1956 and edited by Kristina Brenk. The collection was named after the Slovenian folk tale The Golden Bird and represents the basic collection of fairy tales. The third was Zbirka Velika slikanica (1967-), including individual fairy tales in the so-called large format or A4 format. Among them, the fairy tale The Golden Bird was published as a separate print, with numerous reprints and illustrations by Ancka Gosnik Godec. The illustration of the cover of The Golden Bird from 1964 by Ancka Gosnik Godec was also featured on the poster of the Storytelling Festival (1997-).
4 Slovenska bcela: poducen in kratkocasen list. Kleinmayr, 12 August 1852.
In 1970, a collection of Slovenian folk tales in English was published, entitled The Golden Bird: Folk Tales from Slovenia, translated by Vladimir Kovacic; it was followed in 2002 by Slovenian Folk Tales, with illustrations by Ancka Gosnik Godec, and a translated version by Matija Valjavec5 and Lili Potpara as The Golden Bird.
Although the collection of Slovenian folk tales is proposed in the curriculum for Slovene language (2011, 2015) in the first triennium, and given that the structure and length of the Golden Bird fairy tale is relatively long, mapping is also interesting for the first educational period, however more suitable for the second one because the fairy tale contains three narration lines (accordingly V. Propp), for three brothers or triple versions.
Mapping different fairy tale variants of the same fairy tale type/motif can be supplemented by a comparative analysis of the Slovenian folk tale within Slovenian culture, e.g. in 1914 M. Schnuderl, O zlatem pticu, o najhitrejsem konju in od Morskega dekleta (About the Golden Bird, the Fastest Horse, and the Mermaid, 1914) [5], in international area by J. and W. Grimm, The Juniper Tree (1810, 1812), with Russian version by A. Afanasev, Tsarevich Ivan, the Firebird and the Gray Wolf, etc.
5 Matija Valjavec has published 72 folk tales and 32 poems in Croatian. The title of Matija Valjavec's fairy tale, «Decek je imel vilinskega konja» («The boy had a fairy horse»), is given in Croatian, 1858, which is a version of the basic type by J. and W. Grimm. Valjavec, Matija (1858). Narodne pripovjedke. http://www.dlib.si (25 August 2018).
Fig 1. Mapping ATU 550 Zlataptica (Search for the Golden Bird)
4. Mapping - Muca Copatarica, Macek Muri and Juri Muri v
Afriki
The first case was intended for pre-school children (second group, from 3-6 years). On the basis of reading and/or listening to a short contemporary fairy tale in the form of a picture book, i.e. based on the picture book by Ela Peroci and the illustrations by Ancka Gosnik Godec (1957)6, the children have drawn the path of Muca Copatari-ca from Mala vas and small houses to the forest and the white house with a red roof, with windows full of hands and with the inscription "Muca Copatarica" on the door. Another example for pupils was based on the picture book titled Macek Muri (illustrated by Jelka Reichman, 1974), by drawing the Cat Town, the cat inn, the cat football stadium, the cat school, etc. The third example of transfer into teaching practice, whether in preschool or first educational period, was T. Pavcek's picture book entitled Juri Muri v Afriki (Juri Muri in Africa, 1988), with illustrations by Marjanca Jemec Bozic, which already includes an international context in the title and motivates stu-
Peroci, Ela, Gosnik-Godec, Ancka (1957). Muca Copatarica. http://www.dlib.si (26 August 2018). 41
dents to draw experiential and imaginary maps and elements of a specific culture, e.g. Africa.
5. Mapping - Stara Ljubljana
The third example was the combination of real and fantastic places in Niko Grafenauer's collection of poems titled Stara Ljubljana (Old Ljubljana), with illustrations by Kamila Volcansek (1983). The book is designed in an interdisciplinary manner, with half of the book covered by illustrations from the book by J.V. Valvasor and with quotations and contemporary explanations by Breda Kovic and J. Lombergar. On the other side, there are imaginative colour illustrations by Kamila Volcansek, with poems by Niko Grafenauer that relate to a motif-topic starting point from Valvasor's passages. Grafenauer imaginatively adapted the historic sights of old Ljubljana in the form of poems. The book is a great example of tradition and modernity, of engravings and illustrations, of the complementarity of the verbal and the visual, and of the possibility of switching between close reading and distant reading [6] and vice versa, which can be defined as a new reading of the canon itself [7, s. 31]. Students often returned to Valvasor's text, mentions of places, streets, houses (material data) and placed them on the map. It was interesting to calculate the route from Ljubljana to Vienna in the time of Valvasor, travelling with a carriage and with rests included, and today when travelling is made easier with the use of modern means of transport. The international space is also present in the poem entitled Slon Misbaba (The Elephant Misbaba), in which Valvasor and Grafenauer described the real event when the Habsburg Duke Maximilian spent a night in 1552 in old Ljubljana on his way from Madrid to Vienna, together with an elephant he received as a gift. He left the elephant on the edge of town, in a large stable. Because people went there to see it, they called that part of Ljubljana Pri Slonu (By the Elephant), where the Hotel Slon is located today. In addition to mapping fairy tales, the students also searched for material information about Maximilian, whereby applying hermeneutical thinking: from the perspective of today and then - what it was like to travel, how did the route look like, etc.
In the academic year 2017/18, students attending the elective courses of Intercultural Young Adult Literature, Young Adult Litera-
ture and Creative Writing mapped Stara Ljubljana on the basis of an actual map in the Google Maps application, Valvasor's references and Grafenauer's literary coordinates. Together with students, we actually walked through old Ljubljana followed by a ride along the Ljubljanica River with an «Argo boat», a visit to Martin Krpan's Ljubljana (the clock on Krekov trg 10, on the LGL building), and a walk along the waterways of the Povodni moz (Merman), which also relates to the obligatory text in the third educational period -F. Preseren, Povodni moz (Merman). It is interesting to note that in the pre-school period, the children «read» the picture book Povodni moz, with Preseren's text and illustrations by Jelka Reichman (1985), as a fairy tale and not as a ballad.
Fig. 2. Mapping of Stara Ljubljana
6. Mapping fairy tales - Erasmus
Together with the students of the Faculty of Education, including Erasmus students, we mapped the world's most famous fairy tales in English based on the ATU index already mentioned. These were the most popular Grimm fairy tales in Slovenia [8, s. 83]:
1. ATU 311 Wolf and the Seven Little Kids
2. ATU 327 Hansel and Gretel
3. ATU 333 Little Red Riding Hood
4. ATU 410 Sleeping Beauty
5. ATU 440 The Frog King or the Iron Henry7
6. ATU 510 A, B, C Cinderella
7. ATU 709 Snow White
8. ATU 1620 The Emperor's New Clothes
9. ATU 1651A Fortune in Salt.
Last fairy tale type/motif, i.e. Fortune in Salt ATU 1651A, is related in motif and topic to the authorial short story by Fran Levstik, Martin Krpan z Vrha (1855, 1858). The text of Martin Krpan is compulsory reading in the third primary school educational period. In addition to close reading of Martin Krpan, which is intertextually linked to the motifs of Odysseus and Polyphemus, David and Goliath, Pegam and Lambergar, etc., students can learn from the ATU index that the salt trade motif is known almost all around the world, that it is widespread in all cultures and that it allows a pluralism of interpretations of the salt motif in the story of Martin Krpan.
7. Mapping - Young translators and Lepa Vida
In the project On the Creative Path to Knowledge - Young Translators of the University of Ljubljana, on 13 August 2018, besides mapping fairy tales, we had a choice of mapping the space of Slovenian literary culture, with the help of poems by Niko Grafenauer, Stara Ljubljana (1984), with illustrations by Kamila Volcanscek (twelve poems), and descriptions and engravings of Ljubljana by J.V. Valvasor from the Slava Vojvodine Kranjske (Glory of the Duchy of Carniola, 1789), which are included in the illustrated book of Stara Ljubljana.
Students selected the mapping of the song Lepa Vida by Rok Trkaj from the collection by I. Saksida (R. Trkaj: Kla kla klasika [Cla-, Cla-, Classic], 2017). Students received the text of Trkaj's updated version of Lepa Vida in print and electronic format, and in ad-
7 The fairy tale of J. and W. Grimm, The Frog King or the Iron Henry (1812 onwards), appears despite the fact that the original title is in two parts, as stated; in the Slovenian editions it appears primarily with the abbreviated title The Frog King (1974-) and Iron Henry (1969) and even with the latter title missing, which readers can check for themselves.
8 https://www.dlib.si/stream/URN:NBN:SI:D0C-3P7B23WE/786540dd-0694-44e6-b3f3-761 a94c 1396b/PDF (Access date missing).
dition watched the video and mapped the space of Slovene literary culture in Google Maps My Maps with one colour, while in the video they mapped the space of Slovene literary culture with another colour. In addition to mapping, students have repeatedly listened to and watched the video, repeatedly read the text of Trkaj's adaptation and then checked the spaces quoted in the video and the names. Because the video is only 3 minutes and 42 seconds long9, it has been repeatedly listened to, read, checked and the spaces in Slovenian literary culture were mapped. In doing so, it was necessary to check the Register of Immovable and Intangible Cultural Heritage10 and to properly name certain activities, e.g. Bistra (Technical Museum), Kurenti11, Martin Krpan, Tartini Square...
Conclusion with transfer of the findings into school practices
ZRC SAZU and the Institute of Slovenian Literature and Literary Studies ZRC SAZU, together with the Anton Melik Geographical Institute ZRC SAZU and with the Department of Slovene Studies at the Faculty of Philosophy, University of Ljubljana, led the project (2011-2014) which covered Slovene literature in the period of 17801940, from the Baroque and the Enlightenment, through Romanticism, realism, modernity, expressionism, social realism, until the outbreak of World War II. This was a professionally executed project in which the project team introduced or marked literary historical data and commemorative features of 1) important figures (321 authors), 2) monuments (1,000 units), 3) theatres (42 units), 4) publishing houses (40 units), and 5) periodicals (97 units). All these elements form the infrastructure of literary culture, including eventful places from Slovenian historical novels.
The Ljubljana Literary Atlas is a printed and partly electronic book which contains mapped/marked spaces related to personalities, institutions, monuments. The concept of a common literary atlas is also applicable to pedagogical practice, from preschool period in kindergartens (children can draw real maps [from home to kindergar-
9 https://www.youtube.com/watch?v=othlrmw8hQg (26 August 2018).
10 http://www.mk.gov.si/si/storitve/razvidi_evidence_in_registri/register_ nesnovne_kulturne_dediscine/seznam/ (26 August 2018).
11 http://www.mk.gov.si/si/storitve/razvidi_evidence_in_registri/register_ nesnovne_kulturne_dediscine/seznam/ (Access date missing).
ten, from kindergarten to library...], imaginative maps based on popular picture books [e.g. Muca Copatarica, Macek Muri, Mojca Pokrajculja, etc.], as well as the proposed and/or compulsory texts in primary school, according to three educational periods). Pupils are interested in visualization and/or converting texts into maps and vice versa, since they can create their own texts, whether real or imaginary, based on real and/or imaginary texts.
There is plenty of opportunity in young adult literature to create realistic and/or fantastic maps. Students can also draw their own trails from home to school or draw a map of their town where they can draw important persons, institutions (theatre, library, school, shop, etc.), monuments, theatres, publishers, periodicals12.
Together with the students, we used two methods of literary reading in the project of mapping Slovenian young adult literary culture, especially fairy tales, namely traditional close reading and contemporary distant reading13. It is also called exploration by reading, whereby close reading can be associated with distant reading [3, s. 31]. In the context of reading fairy tales, one could say that fairy tales are read carefully at the outset and compared to at least three variants when searching for differences and based on the mapping we then look for similarities. Based on close and distant reading as well as their own experience of mapping by quoting verses or mentions of specific places in the primary literature (literary texts) and searching for factual data in secondary literature (scientific and/or professional literature), students updated the tradition (use of ICT) and enriched modernity through classicism (use of ICT for older Slovene literature), e.g. on the example of J.V. Valvasor.
It would certainly be possible to develop the project in the direction of an applied scientific research project and interdisciplinary integration: literature, geography, history, art and ICT. Pilot projects focused on mapping the Slovenian folk tale The Golden Bird and some other texts, but the results, not just the motivation, would probably be different if they were part of a systemic and systematic appli-
12 http://pslk.zrc-sazu.si/sl/#/layer/1 (12 September 2018).
Franco Moretti invented the term distant reading and, in the monograph Graphs, Maps and Trees: Abstract Models for Literary History (2005), used ICTs to visualize maps and new genres.
cation project. Work with students in the 2017/18 academic year was ongoing, students who were close to digital media were motivated beyond expectations, visual reading was above verbal reading, which nevertheless represented a foundation we did not skip. Students often returned to reading poems/fairy tales, looking for quotes and verifying factual information, and since the use of ICT was self-explanatory, they were much more motivated to read. It would certainly be possible to upgrade the project, provide an experimental and control group and, in addition to motivation, test the acquired knowledge. During the academic year, we gave priority to literary spaces that are linked to young adult literary texts. The ZRC SAZU project, which is a fundamental research project and is managed through an institute with numerous associates, combined both approaches - the literary space and the spaces of literature14.
Students from PEF, FF (Young Translators) and Erasmus students at PEF passed their findings to a variety of addressees, most notably children, pupils and the interested public. Spatial perceptions or putting the text into context by using ICT was also practically tested. They were most motivated when mapping the Lepa Vida video which inventively redefined the classic and showed synergy as a way of creating. Applicatorily, we have all acquired new scientific and practical knowledge, information and ICT skills. Students will transfer the acquired knowledge in application forms onto children and students. Given that the project took place in 2018, with an emphasis on preserving cultural heritage, all selected texts form part of Slovenia's literary cultural heritage. Through pilot projects, we also contributed a piece in the mosaic of conservation and development of national natural and cultural heritage and identity in the international space, through the mapping of literary texts from the proposed texts in the curriculum for Slovene language (primary school, secondary school) and from Slovenian young adult literature.
14 http://pslk.zrc-sazu.si/sl/o-projektu/ (Access date missing).
Fig. 3. Fairy tale routes around Ljubljana (kindergarten, primary school, secondary school)
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РАСПРОСТРАНЕНЕННОСТЬ НЕКОТОРЫХ ТИПОВ СКАЗОК В РАЗЛИЧНЫХ КУЛЬТУРАХ И КАРТИРОВАНИЕ КАК ИННОВАЦИЯ В ШКОЛЬНЫХ ПРАКТИКАХ
М.М. Блажич
Люблянский университет (Словения)
Дискуссия посвящена словенской литературной культуре в период 1848/50-2018 годов на отдельных примерах из литературы для молодых взрослых, которые характерны для литературной культуры на территории Словении. Представлены версии распространения отдельных типов сказок в разных культурах. На примере словенской народной сказки представлен вклад сказки «Золотая птица» в формирование пространственного аспекта литературной культуры. На основе ее картирования в качестве примера словенской народной сказки, представлено разделение типов сказок на разных языках, в различных литературах и культурах. Рассматривается возможность переноса методики картирования в педагогическую практику.
Ключевые слова: картирование, сказки, «Золотая птица», «Красавица Вида», «Старая Любляна», учащиеся - участники программ Эразмус.
