Thesis (Ph. D.)--University of Florida, 1982. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 154-166).

Mažėjant tradicinėms lietuvių šeimoms, pamažu nyksta ir senieji lietuvių papročiai, blėsta tautinis savitumas, iškilo grėsmė visos lietuvių etninės kultūros sunykimui. Dėl pasikeitusių socialinių sąlygų, etnokultūrinė savimonė, raiška turi būti formuojama ir ugdoma pradinėse klasėse, pasitelkiant įvairias priemones. Tyrimo objektas – etninės kultūros ugdymas neformalaus švietimo sistemoje. Darbo tikslas – ištirti etninio ugdymo galimybes pradinių klasių vaikų folkloro ansamblyje. Iškelti uždaviniai: išnagrinėti etnokultūrinio ugdymo sampratą; išanalizuoti etninės kultūros reikšmę pradiniame ugdyme; išskirti etninio ugdymo galimybes formalioje ir neformalioje veikloje pradinėse klasėse; ištirti darbo formas, metodus pradinių klasių vaikų kolektyve; suformuoti metodines gaires folkloro ansamblių vadovams. Tyrimo metodika – mokslinės ir metodinės literatūros analizė; ekspertų metodas, pateikiant anketinį interviu; vaikų folkloro ansamblių repeticijų stebėjimo. Atliekant tyrimą buvo apklausta 12 Lietuvoje esančių geriausių vaikų folkloro ansamblių vadovai, stebėtos keturių vaikų folkloro ansamblių repeticijos. Tyrimo metu buvo atskleista, kad etninis ugdymas folkloro ansambliuose vyksta atsižvelgiant į vaikų amžių, todėl darbas su pradinukais pradedamas nuo žaidimų ir natūralaus balso formavimo. Ugdymas vaikų folkloro ansambliuose vyksta pasitelkiant visas folkloro rūšis: dainavimą, choreografiją, grojimą tradiciniais instrumentais, pasakojamąją ir smulkiąją tautosaką... [toliau žr. visą tekstą] / The number of traditional Lithuanian families is decreasing; the old Lithuanian customs are disappearing little by little, the national individuality is flagging, the Lithuanian ethnic culture is in danger of disappears. Due to the changed social situation, the etnocultural consciousness, expression must be formed and educated in primary classes, using various means. The object of the research – the ethnic culture education in the non-formal education system. The purpose of the work – to examine the ethnic identity formation possibilities in the primary classes. Set tasks: to consider the conception of etnocultural education; to analyze the meaning of ethnic culture in the primary education; to review the situation of ethnic education in primary classes; to examine the forms and methods of the work in the collectives of primary classes. Method of the research: the analysis of scientific and methodic literature, the expert method, using questionnaire-interview, the observation of children folklore ensemble rehearsals. Twelve leaders of the best Lithuanian children ensembles were questioned during the research. Four rehearsals of the children folklore ensembles were observed. The research revealed that the ethnic education in the children folklore ensembles is done considering the age of children, that‘s why the activities in primary classes begin with games and formation of natural voice. Education in children folklore ensembles is done using all the types of folklore:... [to full text]

Chapter 1 introduces the study by means of its aim, scope, methodology and terminology. It also hosts summaries of all the folktales that are analysed in this study. Chapter 2 is a study of parenthood and its portrayal in Zulu folktales. Motherhood and fatherhood will be scrutinised separately. Chapter 3 concentrates on girl characters as siblings, brides and companions to old men. Chapter 4 analyses boy characters as herd boys, villains, tricksters and companions to old women. Chapter 5 concentrates on the status of the Zulu folktale. The influence of urbanisation, gender, and the media will receive attention. The lessons that folktales teach will be noted. Chapter 6 concludes and summarises this study and hosts recommendations on the promotion of Zulu folktales / African Languages / M.A. (African Languages)

Investigations carried out by us in Murcia have brought to the fore the changes in children's orality as expressed in their songs. We have analyzed many children's songs transmitted through the oral tradition, which, in experiments in situ, we compiled from all the provinces of that Region and covering the entire XX century, given that the persons who enlightened us were aged from 4 to 99. Our fieldwork was not only limited to assembling the music and text of the songs, but also included the social, cultural and functional data of each song, whereby the analysis assumed an Anthropological profile. This thesis shows how children's songs have always been predetermined by the changing circumstances suffered by children throughout the entire century. The relationship between children's musical orality and the changing social and cultural climate in Murcia is possibly an indication of similar processes in other geographical areas. / En investigaciones realizadas en la Región de Murcia hemos venido verificando cambios en la oralidad infantil a través de sus canciones. Hemos analizado numerosos cantos infantiles de transmisión oral recogidos en trabajos de campo de todas las comarcas y décadas del siglo XX, pues acudimos a informantes entre 4 y 99 años. Esos trabajos no se limitaron al acopio de los elementos musicales y textuales de las canciones, sino que incluyeron datos del contexto social, cultural y funcional de cada una, por lo que el análisis entró en el campo de la Antropología musical. Esta tesis muestra cómo las canciones infantiles han venido estando sobredeterminadas por el entorno cambiante de la infancia a lo largo del siglo. La relación entre oralidad musical infantil y el mutante entorno socioeconómico de Murcia puede revelar procesos similares en otras áreas geográficas.

Chapter 1 introduces the study by means of its aim, scope, methodology and terminology. It also hosts summaries of all the folktales that are analysed in this study. Chapter 2 is a study of parenthood and its portrayal in Zulu folktales. Motherhood and fatherhood will be scrutinised separately. Chapter 3 concentrates on girl characters as siblings, brides and companions to old men. Chapter 4 analyses boy characters as herd boys, villains, tricksters and companions to old women. Chapter 5 concentrates on the status of the Zulu folktale. The influence of urbanisation, gender, and the media will receive attention. The lessons that folktales teach will be noted. Chapter 6 concludes and summarises this study and hosts recommendations on the promotion of Zulu folktales / African Languages / M.A. (African Languages)