Abstract
The article, using the theory of conceptual analysis and the principles of SOLO (Structure of Observed Learning Outcomes) taxonomy, analyses the manifestations of folklore competence in the essays of secondary school students, available in the corpus of essays www.korpuss.lv. The levels of folklore competence were determined by analysing the use of lexemes belonging to the semantic field of folklore in secondary school students’ essays. Out of 157 (or 34%) essays containing lexemes belonging to the semantic field of folklore, the majority (i.e. 43%) show the lowest level of folklore competence with domination of the naming function without further elaboration, or is limited to a broader elaboration of just one element without any perceived correlation with a broader folklore context. At the second level of folklore competence that can be observed in 45 essays (29%), secondary school students show the ability not only to name but also to classify into simpler systems 2- 3 realia belonging to the semantic field of folklore. At the third level of competence represented in 9 essays (or 6%), secondary school students show the ability to reason, analyse, explain causes, integrate, infer and identify problems using 4-6 lexemes belonging to the semantic field of folklore. The overview of the essays written in 2018 shows that most of the secondary school pupils’ folklore interests are related to the events dedicated to Latvia’s centenary, in particular Latvian Song and Dance Festival, which is typologically connected with the folk songs and Cabinet of Dainas (‘dainu skapis’) collected by Krisjanis Barons. In terms of genres, secondary school pupils have mostly stayed in the genre of fairy tale, which dominates at the first level of folklore competence (43 out of 100 essays), but it often merges with the understanding of the literary fairy tale and is subject to a formal application of genres. The study shows that folklore competence at its highest possible levels is more convincingly demonstrated by pupils from minority schools, which may be explained by the socio-cultural competence building content included in the minority school curricula.
Highlights
The article, using the theory of conceptual analysis and the principles of SOLO (Structure of Observed Learning Outcomes) taxonomy, analyses the manifestations of folklore competence in the essays of secondary school students, available in the corpus of essays www.korpuss.lv
The analysis of secondary students’ essays written in 2018 using the principles of Solo taxonomy allowed the author to determine the levels of folklore competence basing on the use of lexemes belonging to the semantic field of folklore and their number in the essays
At the second level of folklore competence which can be seen in 45 essays, secondary school students show the ability to name and to classify into simpler systems 2- 3 realia belonging to the semantic field of folklore
Summary
2003. gadā Apvienoto Nāciju izglītības, zinātnes un kultūras organizācijas (UNESCO) Ģenerālkonference pieņēma Konvenciju par nemateriālā kultūras mantojuma saglabāšanu, vienojoties, ka dalībvalstīm, izmantojot visus tās rīcībā esošos līdzekļus, jāīsteno izglītojošas, izpratni veicinošas un informējošas programmas, kas domātas plašai sabiedrībai, sevišķi jaunatnei (Konvencija par nemateriālā kultūras mantojuma saglabāšanu, 2004). Būtiska nemateriālā kultūras mantojuma daļa ir mutvārdu tradīcijas un to izpausmes, kas Latvijas sabiedrībā tradicionāli tiek apzīmētas ar terminu ‘folklora’, tā šaurākajā izpratnē aptverot mutvārdu folkloras žanrus: dziesmu folkloru, vēstītāju folkloru un brahiloģismus. Folkloriskā kompetence rakstā tiek skatīta kognitīvā aspektā, vērtējot, vai un kā vidusskolēnu pārspriedumos atklājas folkloras izpratne, kuru veido ne tikai formālā mācību procesā iegūtās folkloras teoriju un jēdzienu zināšanas, bet arī Folkloriskā kompetence kultūras identitātes reprezentācijā vidusskolēnu pārspriedumos ikdienas, netieši noprotamās zināšanas, kas, iespējams, gūtas pieredzes veidā (Coles, Werquin, 2006). Raksta mērķis ir noteikt izglītojamo folkloriskās kompetences līmeni, analizējot vidusskolēnu pārspriedumus, kas ir daļa no centralizētā eksāmena latviešu valodā. Lai identificētu folkloriskās kompetences saturu, rakstā izmantota konceptuālās (jēdzieniskās) analīzes teorija (Jackendoff, 2002), kas ļauj jēdzienu ‘folklora’ skatīt kā leksisku konceptu, kura semantisko lauku veido semantiskās vienības – folkloras izpratni veidojošie žanri, mutvārdu tradīcijas un izpausmes. Šāds uzskaitījums vedina domāt par visai šauru folkloras izpratni, kas koncentrējas tikai atsevišķos ar folkloras izpratni saistītos tematiskajos blokos
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