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Journal articles on the topic 'Education and folklore'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kovačič, Bojan, and Nejc Černela. "Stališča strokovnih delavcev do folklorne dejavnosti v osnovnih šolah s posebnim programom vzgoje in izobraževanja / Views of professionals regarding folklore activities in primary schools with a special education program." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 91–113. http://dx.doi.org/10.26493/2712-3987.17(34)91-113.

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The paper examines the views of professionals in primary schools with a special education program in relation to folkloric activities and content. The research involved 240 professionals from all 28 Slovenian educational institutions implementing the program. Respondents rated their agreement on statements related to formal education and folklore activities, inclusion of folklore content and activities, attitudes towards folklore and classroom work, and use of folklore content for therapeutic purposes on a 5-point scale. The main findings relate to the fact that during institutional training, professionals did not acquire sufficient knowledge to teach folkloric content when working with students with special needs, suggesting that there are still many opportunities for progress in the integration of folkloric content and activities, with a focus on folk dances, folk songs, folk games and customs and habits, in institutions that implement the special education program of education. This is confirmed by the fact that the professionals have a very positive attitude towards folklore in general. The results can represent a starting point for future research, which would confirm the need for an interdisciplinary approach in different scientific fields (special and rehabilitation education, music didactics, folklore, ethnochoreology, music therapy, psychology and kinesiology).

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2

Sanjaya, Dewa Bagus, I. Kadek Suartama, I. Nengah Suastika, Sukadi Sukadi, and I. Putu Mas Dewantara. "The implementation of balinese folflore-based civic education for strengthening character education." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 303–16. http://dx.doi.org/10.18844/cjes.v16i1.5529.

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The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students’ civic knowledge, b) learning using Balinese folklore is better than conventional learning in students’ attitude and c) learning using Balinese folklore is better than conventional learning in students’ skills. Keywords: Balinese folklore, civic education, character education

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Retno M, Laura Andri. "Cerita Rakyat Ondorante Pembentuk Pola Perilaku dan Identitas Masyarakat." Nusa: Jurnal Ilmu Bahasa dan Sastra 12, no. 3 (August 1, 2017): 39. http://dx.doi.org/10.14710/nusa.12.3.39-49.

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Folklore has a position and a really important function for its proponent people. One of those folklores that exist in Pati, Central Java, is a folklore called Ondorante. In addition to completely describe the story, this research also intend to discover the transmission process and the funtions that appear in the Ondorante. Finally, through qualitative descriptive approach by interview, observation and bibliographical techniques, it appears that the folklore doesn’t only play its role as an entertainment, education, reflection or ritual, but also offers a consciousness to the people about the past, about who were their ancestors and the origin of how their native land formed.

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Henken, Elissa R., and Mariamne H. Whatley. "Folklore, Legends, and Sexuality Education." Journal of Sex Education and Therapy 21, no. 1 (March 1995): 46–61. http://dx.doi.org/10.1080/01614576.1995.11074135.

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5

Darojat, Stillia Mubarokah, Suyitno Suyitno, and Slamet Subiyantoro. "The Education Value of “Ki Bodronolo” Folklore." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (May 29, 2019): 700. http://dx.doi.org/10.18415/ijmmu.v6i2.730.

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This study aims to describe the folklore of Ki Bodronolo and examine the educational value contained in it so that it is useful for people, especially people of Karangkembang village, Alian Disctrict, Kebumen Regency, and the educational environment especially for teachers and students. This is a descriptive qualitative study using content analysis method. There are two aspects analyzed. They are the folklore of Ki Brodonolo, the educational value of the folklore of Ki Brodonolo, and the relevance of the folklore of Ki Brodonolo in the literature learning in junior high school. From the study, it can be concluded that: the folklore of Ki Brodonolo contains various educational value which are moral educational value, custom/tradition educational value, religious educational value, and heroic educational value. In addition, the folklore of Ki Madusena Astrabaya is also relevant as a literature learning material for junior high school students.

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Yusupovna, Abdurakhmonava Dinora. "Examples Of Folklore In The Textbook "OʻQish Kitobi" Of Uzbek Primary Schools." American Journal of Interdisciplinary Innovations and Research 02, no. 11 (November 30, 2020): 154–59. http://dx.doi.org/10.37547/tajiir/volume02issue11-26.

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The younger generation is the foundation of our future. Thus we need to pay more attention to primary education. The main part of the important task of educating primary school students is carried out in reading classes. The textbooks also cover a wide range of folklore that students love to read. Folklore includes fairy tales, epics, legends, narrations, songs, folk songs, riddles, parables, anecdotes and stories. Folklore has long been a source of education.

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7

Agustina, I. Wayan, I. Made Sutama, and I. Wayan Rasna. "ANALYSIS OF CHARACTER EDUCATIONAL VALUES IN FOLKLORE AND THE RELEVANCE IN THE FORMATION OF STUDENT’S CHARACTER IN VOCATIONAL HIGH SCHOOL." Jurnal Penelitian dan Pengembangan Sains dan Humaniora 3, no. 1 (April 24, 2019): 36. http://dx.doi.org/10.23887/jppsh.v3i1.17362.

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This study aimed to (1) describe the values of character education contained in the folklore that used as subject material in Ganesha Vocational High School and (2) the relevance of the values of character education in the folklore in the development of student character. The design of this research is descriptive-qualitative. The subjects of this study are 10 folklores used in Ganesha Vocational High School and teachers of Indonesian subjects in Ganesha Vocational High School. The object of this study is the values of character education contained in the folklore and its relevance to the formation of student characters. Data collection methods used are documentation and interview method. Data analysis is done descriptively-qualitative. At the data reduction stage, identification stage is performed, data matching the problem is observed and classified and at the conclusion draw stage. The results showed that from ten folklore stories analyzed there are values of character education as follows; (1) religious (faith, piety, and thanksgiving); (2) responsibility; (3) social concern (public interest, helpers, willing to sacrifice, cooperation, sharing, and loving); (4) honest; (5) curiosity; (6) the spirit of nationality; (7) love the homeland; (8) independent; (9) discipline; (10); love peace; (11) hard work; (12) creative; (13) friendly / communicative; (14) tolerance; (15) appreciate achievement; (16) care about the environment; (17) like to read; (18) democratic. The results of interviews with teachers of Indonesian subjects in Ganesha Vocational High School, folklore contain the values of advice that can be used as teaching materials, so it has relevance for the development of student character. The conclusion of this study shows the value of characters contained in the story of the people of the Indonesian archipelago is very relevant to be a mirror in everyday life.

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Setyawan, Arief, Sarwiji Suwandi, and St Y. Slamet. "CHARACTER EDUCATION VALUES IN PACITAN FOLKLORE." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 18, no. 1 (November 10, 2017): 90. http://dx.doi.org/10.24036/komposisi.v18i1.7925.

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9

Young, M. "The Value in Things: Folklore and the Anthropological Museum Exhibit." Practicing Anthropology 7, no. 1-2 (January 1, 1985): 19–20. http://dx.doi.org/10.17730/praa.7.1-2.h42715107543560l.

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In anthropological museums material objects serve to depict relationships between people, objects, and the physical world. Thus there is an obvious link between the museological side of anthropology and that branch of folklore or folklife studies which focuses on material culture. Both study objects as indices of the minds of their makers. Recently, however, the proponents of both of these subdisciplines have been taken to task for an over-emphasis on the object in and of itself which leads them to ignore or obscure the "environment" within which that object originally existed. Folklorists who wish to discern both the form and meaning of material items and those who recognize the importance of studying all aspects of a multi-faceted event have benefited from the performance-centered approach which extends its focus from the folkloric item to the total context within which that item was generated. It is this approach which enables folklorists to view verbal or visual forms in relationship to various cultural processes and to address topics in ethnoaesthetics, ethics, and education which folklore shares with anthropology and museology. The following is a brief discussion of the way in which concepts from folklore theory can be used in the anthropological museum exhibit to present a more dynamic and accurate picture of the relationship between people and things.

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Theophano, Janet. "Folklore and Learning." Practicing Anthropology 7, no. 1-2 (January 1, 1985): 14–22. http://dx.doi.org/10.17730/praa.7.1-2.u012p12176605176.

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Folkloristics can and has made contributions to the field of education. In particular, the study of children's culture and the concept of performance have been used in analyzing and understanding educational issues and problems.

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11

Junaini, Esma, Emi Agustina, and Amril Canrhas. "ANALISIS NILAI PENDIDIKAN KARAKTER DALAM CERITA RAKYAT SELUMA." Jurnal Ilmiah KORPUS 1, no. 1 (August 29, 2017): 39–43. http://dx.doi.org/10.33369/jik.v1i1.3202.

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This study aims to describe the value of character education contained in seluma folklore. This research data is folklore obtained from the recording and written documentation.in this research used descriptive analysis method. Data collection techniques used are recoding technique record. The result showed that the values of character education contained in the folklore of seluma is very good to form human character from an early age. The value of character education contained in seluma folklore is the value of education that is very close to everyday life so it is suitable to implanted in self. In seluma folklore especially in fairy tales and legends of character education values contained in fairy tales and legends that is, the value of courage, mutual need, self-discipline, self-respect, faimess, caring, protecting each other, and respect others, the attitude of deliberation, and the attitude of cooperation.

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Sari, Eprini Endah, Andayani Andayani, and Budhi Setiawan. "STRUKTUR CERITA DAN NILAI PENDIDIKAN CERITA RAKYAT DI KABUPATEN KEBUMEN SEBAGAI MATERI AJAR SASTRA DI SEKOLAH MENENGAH PERTAMA." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 6, no. 1 (December 6, 2019): 83. http://dx.doi.org/10.20961/basastra.v6i1.37656.

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<p><em>This research aims to describe: (1) contained structure in Kebumen folklore; (2) </em><em>the educational value found in Kebumen folklore; (3) the relevance of educational value on Kebumen folklore with literary learning materials in junior high school. This research includes qualitative research using case study (observation and interview) and analyzing several documents in the object form of folklore study in Kebumen regency related with interview result with resource persons related to folklore, and result of interview with teacher and student. Data analysis techniques using interactive model analysis techniques namely data reduction, presentation, and withdrawal of conclusions or verification.The results of this research are: (1) the story structure that contained in the three folklore in Kebumen Regency includes (a) themes, (b) characters and characterization, (c) background, (d) plot, and (e)the message of the story; (2) the educational values that contained in three Kebumen Regency folklore include (a) the value of social education, (b) the value of moral education, (c) the value of religious education, (d) the value of custom/traditional education, and (e) the value of heroic education; (3) the relevance of educational value to folklore with literary learning materials in junior high school according to the criteria of Basic Competence and Keynote Competence and contains a moral value in it.</em></p>

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13

Sipahutar, Silvania Sefaca, Raees Narhan, Ratna Paramita, and Yenita Br Sembiring. "MORAL VALUE AND CHARACTER BUILDING EDUCATION IN FOLKLORE: LUBUK EMAS." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 148. http://dx.doi.org/10.22460/project.v4i1.p148-155.

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The folklore entitled Lubuk Emas is one of the stories that come from North Sumatra, Indone-sia. The aim of this study is the researcher wants to show the importance of moral value and character-building education through the Lubuk Emas folklore. This research used the library research method, where the researcher will gathering information about the moral value and character-building education through Lubuk Emas folklore. The results of this study are to show that the character has a different characterization and also give the reader a different mo-rality include individual morality and social morality. Which later can be applied in everyday life through studying the characters so that the children will grow with a commendable person-ality and character. Keywords: Character Building, Education, Folklore, Lubuk Emas, Moral Value

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14

BONNEY, RACHEL A. "Teaching Anthropology Through Folklore." Anthropology & Education Quarterly 16, no. 4 (December 1985): 265–70. http://dx.doi.org/10.1525/aeq.1985.16.4.04x0398h.

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15

Sari, Hasibuan Nikmah, Idawati Idawati, Khairunnisah Khairunnisah, and Rukiah Rukiah. "Analysis of the Value of Character Education in the Folklore of Nan Sondang Ngilong-Ilong in Mandailing Natal." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 2 (April 20, 2021): 740–48. http://dx.doi.org/10.33258/birle.v4i2.1833.

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This study aims to describe the value of character education contained in the folklore of Nan Sondang Ilong-Ilong. The data in this study are folk tales obtained from recording and written documentation. The method used in this research is descriptive analysis method. The data collection technique used is the note-taking technique. The results showed that the values of character education contained in the folklore of Nan Sondang Ilong-Ilong are very good for shaping human character from an early age. The value of character education contained in the folklore of Nan Sondang Ilong-Ilong can contribute to today's world because the value of character education contained in the folklore of Nan Sondang Ilong-Ilong is an educational value that is very close to everyday life so it is very suitable for instilled in oneself. In the folklore of Nan Sondang Ilong-Ilong, there are four values of character education, namely: the value of responsibility, hard work, mutual care, and compassion.

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16

Ginsberg, Rick, and Barnett Berry. "The folklore of principal evaluation." Journal of Personnel Evaluation in Education 3, no. 3 (March 1990): 205–30. http://dx.doi.org/10.1007/bf00131485.

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17

Sipahutar, Ria Anita, Remlina Wati Sianturi, and Yenita Sembiring. "THE VALUE AND CHARACTER BUILDING EDUCATION IN FOLKLORE FROM BATAKNESE "SIGALE-GALE"." Journal of Languages and Language Teaching 9, no. 1 (January 25, 2021): 111. http://dx.doi.org/10.33394/jollt.v9i1.3228.

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Education is the learning of knowledge, the skills of every person that are passed down from generation to generation for one generation. But in education, it is also essential to learn the formation of good character. In this relevant research, especially those that raise Folklore as the object of study, only a few people know about it. Folklore is a medium that can use as a means of forming positive characters in children through moral values and character education contained in the story. This type of research is qualitative descriptive obtained, analyzed, and analyzed in writing to describe the moral values and character building contained in the Toba Batak folklore "Sigale-gale." Data collection was carried out by reading the Sigale-gale folklore text repeatedly and identifying the data in the form of keywords related to the values forming the characters in the story. Furthermore, the collected data were analyzed using content analysis techniques. The results showed that there were four character-forming values in the Sigale-gale Folklore; namely hard work, curious, friendly, and wise.

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Shastina, Tatiana V. "Ethnovocal education today: vectors of development." Vestnik of Saint Petersburg State University of Culture, no. 2 (47) (2021): 114–19. http://dx.doi.org/10.30725/2619-0303-2021-2-114-119.

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The problems of modern culture related to the dynamics of the folklore tradition and its development have set scientists and practitioners the task of predicting the development of folk singing culture and awareness of the possibility of human influence on this self-developing system, the solution of which is closely related to education. In Russia, there is a holistic, dynamic system of professional ethno-local education, the development of a strategy for its development in the modern cultural space, requires the definition of the vectors of this development, one of them is called immersive, which helps to create an imitation of the folklore sound environment, increase the efficiency of deciphering and notifying folklore texts, analyze and master works of art of the oral tradition. The solution of the main task of ethno-local education – the formation of a new professional: a teacher, researcher, performer directly depends on the ethnically oriented content of educational programs, the use of innovative technologies, the definition of prospects, the foundations of the future paradigm of the considered education.

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Nanda, Dilla Dwi, Betty Simbolon, Friska Afriana Damanik, and Yenita Br Sembiring. "MORAL VALUE AND CHARACTER BUILDING EDUCATION IN FOLKLORE FROM CENTRAL JAVA “TIMUN MAS”." Journal of Languages and Language Teaching 9, no. 1 (January 25, 2021): 85. http://dx.doi.org/10.33394/jollt.v9i1.3319.

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Folklore is a story that originated in society and developed in society in the past which played an important role in the development of children's character learning in the form of moral values. The purpose of this study was to explain the moral values contained in folklore to improve character education. This study used a qualitative descriptive research design. Where all the data collected is based on books and other supporting document data. From the discussion of the Timun Mas folklore, there are eight prominent moral values, namely religious values, independent values, curiosity values, hard work values, responsibility values, honesty values, creativity, the value of the spirit of hard work. And from the research results, it can be concluded that the folklore of Timun Mas has many moral values that can be applied in the world of Education to shape character.

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Козлова, Тамара Алексеевна, and Лариса Павловна Карпушина. "FORMATION OF FOLK SONG PERFORMANCE SKILLS IN THE FOLKLOR ENSEMBLE UNDER THE CONDITIONS OF ADDITIONAL EDUCATION." Pedagogical Review, no. 6(34) (December 14, 2020): 61–66. http://dx.doi.org/10.23951/2307-6127-2020-6-61-66.

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В рамках дополнительного образования воспитание детей начинается с приобщения к народным традициям, музыкальному фольклору. Одной из форм вовлечения детей в народно-певческое исполнительство является фольклорный ансамбль, на занятиях которого формируются навыки исполнения народных песен. На основе комплексного, диалектического, сравнительно-сопоставительного, логического подходов, а также теоретического анализа психолого-педагогической и методической литературы, обоснован процесс формирования навыков исполнения песен в рамках народных традиций в фольклорном ансамбле, осуществляемого в условиях дополнительного образования. At present, additional education is especially important, within the framework of which a person’s upbringing begins with an introduction to folk traditions, musical folklore. One of the forms of involving children in folk singing performance is a folklore ensemble, in the classroom of which the skills of performing folk songs are formed. The methodological guidelines were complex, dialectical, comparative-contrastive, logical approaches, as well as theoretical analysis of psychological, pedagogical and methodological literature. In the course of the research, the process of forming the skills of performing songs within the framework of folk traditions in a folklore ensemble, carried out in conditions of additional education, has been substantiated. The skills of performing folk songs in a folklore ensemble include: skills of folklore intonation (smooth sound science; natural sound formation; use of both head and chest resonators; improvisational approach to singing and lyrics); singing skills; skills in performing polyphonic tunes of heterophonic style, style of two-, three-, four-voice drone polyphony, etc. The main repertoire of the folklore ensemble is samples of folk musical art. Folk musical art is an art of a special kind, which is characterized by tradition, syncretism, variability, collectivity, emotional saturation, a combination of the universal and the national. Taking into account these features of musical folklore leads to the definition of special pedagogical principles for mastering folk musical art. One of the leading principles on which the development of musical folklore is based is the legibility of the transmission of musical material. The principle of improvisation comes from the very nature of folk art. He suggests that the development of folklore should be creative. The principle of combining individual and integrated approaches in teaching the folklore tradition of performance presupposes the combination of collective and individual creativity. The principle of syncretism involves the use of various types of activities in the classroom – singing, dancing, playing instruments. The principle of confidential communication between a teacher and children presupposes open, emotional relations between the participants of the folklore action. The principle of ensemble teaching will allow you to teach how to adapt your voice to the overall sound, organically including it in the overall performance. The mastering of a folk song is distinguished by its great originality and requires the teacher to implement all the principles that reflect the specificity of musical folklore.

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Kablova, T. B., and S. O. Pavlova. "Ukrainian folk songs in music education of pupils." Musical art in the educological discourse, no. 2 (2017): 128–32. http://dx.doi.org/10.28925/2518-766x.20172.12832.

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The article deals with the pedagogical potential of Ukrainian folk song in terms of music education of students. Folklore has always been and is one of the most powerful means of moral aesthetic education. The authors analyse the song of Ukrainian folklore and highlight the importance of folklore values: historical, philosophical, educational, moral, aesthetic, and creative ones. The main components of teaching potential of Ukrainian folk music is intonation feature, simplicity of melodies and rhythmic structure, expression and richness of melody, harmony and close relationship between poetic and musical texts, deep emotion, authenticity, profound statement thoughts, poetry, clean image, deep highly and true meaning, reflection the history of the people, their thoughts and feelings. Folk ensembels are the most accessible and authentic embodiment of the Ukrainian folk songs. Ukrainian folk music has a great pedagogical value and helps educate a highly moral individual, who would have aesthetic, philosophical and artistic aesthetic qualities; develops interest in folk music, artistic taste and imagination. On the other hand, there is a remarkable arttherapeutic component of Ukrainian folk song.

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Vovk, Myroslava. "Trends in Folklore Studies Development in the Research and Education Space at Ukrainian and Foreign Universities." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 14–19. http://dx.doi.org/10.1515/rpp-2017-0002.

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AbstractTrends in development of folklore studies in the research and education space at Ukrainian and foreign universities have been analyzed. They are fundamentalization, synthesis of academic science and educational practice, professionalization, institutionalization, humanitarization, anthropoligization, interdisciplinarity. It has been defined that in Ukrainian and foreign folkloristic discourse of the 20th – the beginning of the 21th centuries, folklore is studied through the prism of functional, communicative, anthropological, context-based approaches that is partially realized in the official definition of folklore according to the 1989 UNESCO Recommendation on the Safeguarding of Traditional Culture and Folklore. It has been found out that while structuring the content of folkloristic disciplines as well as directing future specialists’ researches the multivectoring of folklore studies allows instructors to use the achievements of folkloristic directions that were formed in historical retrospective and actively developed at the modern stage: linguofolkloristics, ethnomusicology, folk therapy (folk music therapy, fairytale therapy, folk dance therapy), etc. It has been justified that folklore studies in Ukrainian and foreign research and education space is being developed as an interdisciplinary science based on the historical and pedagogical experience and taking into account modern integration processes that define the problematics of the content of folkloristic, culturological training of future pedagogue-researcher who is to be educated as a man of culture, nationally aware and, at the same time, multicultural personality.

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Gaspersz, Sherly, and Lulu Jola Uktolseja. "The Pedagogical Implication of Maybrat Oral Literature (Elements and Value of Character Education)." INTERACTION: Jurnal Pendidikan Bahasa 8, no. 1 (May 6, 2021): 62–72. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i1.911.

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This research aimed to know the elements in the folklore of Maybrat Regency and value of character education contained in the folklore of Maybrat Regency. The data obtained in this study were three stories from Maybrat Regency which were obtained through the results of interviews with informants who came and were in Maybrat Regency. The research method used is descriptive research method with procedures: conducted interviews, record the interview process, rewrite the results of interviews in this case folklore, analyzed elements in folklore, and analyzing the value of character education in folklore. The results in this research include three stories of Maybrat Regency entitled: (1) The origin of Arus Village, (2) The Origin of Way Clan, and (3) the Origin of Howay Clan. Here the result of analyze elements: (1) the theme of love and hard work, (2) the location of the story in the Maybrat Regency, (3) the characters that appear in family life (husband, wife, siblings, and a group of village people) their life character respects one another, (4) contains a degeneration plot, and (5) contains a positive message to work hard and maintain harmony in life. Furthermore, the value of character education is also contained in this story, namely: discipline, hard work, independence, caring for the environment, responsibility, tolerance and caring for others.

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Bowman, Paddy. "Standing at the Crossroads of Folklore and Education." Journal of American Folklore 119, no. 471 (2006): 66–79. http://dx.doi.org/10.1353/jaf.2006.0002.

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Morgan-Fleming, Barbara. "Teaching as Performance: Connections between Folklore and Education." Curriculum Inquiry 29, no. 3 (January 1999): 273–91. http://dx.doi.org/10.1111/0362-6784.00128.

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Murdianto, Murdianto. "Khazanah Folklor untuk Menumbuhkan Karakter Empati dan Cinta Kasih." Aphorisme: Journal of Arabic Language, Literature, and Education 1, no. 2 (July 17, 2020): 92–104. http://dx.doi.org/10.37680/aphorisme.v1i2.474.

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Indonesia is rich in folklore treasures, in the form of traditional stories, proverbs, guesses, poetry, and humour. Folklore can be adapted in the process of growing student character in learning sessions or other activities. This study seeks to uncover how the use of folklore in developing the character of empathy and love for children. This research is a metacognition study. This qualitative study is oriented towards the conceptual exploration of various literary works, research on mapping the views of experts, and about the folklore and character education. This paper shows that folklore is recommended for use in the form of storytelling, role-playing, even for counselling purposes.

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Хотько and E. Khotko. "Forming an Algorithm for Determining the Grammatical Gender of Nouns (The Russian Language Lesson at the Third Grade of Primary School)." Primary Education 3, no. 5 (October 19, 2015): 40–45. http://dx.doi.org/10.12737/14775.

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The paper considers the fair culture as being the element of the Russian vernacular and festive folklore, which for the whole existence of domestic education has always used to be a means of upbringing the youth. Acquaintance of schoolchildren with the national folklore helps to aspire their interest in the national traditions and history; to engage them with the origins of the Russian culture. As the author proves, the folklore material can easily be used within the modern primary education to stage mass cultural events and also in the course of after-school activities.

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Şuşu, Petre. "2. On the Educational Potential of Folk Dance." Review of Artistic Education 15, no. 1 (March 1, 2018): 127–50. http://dx.doi.org/10.2478/rae-2018-0013.

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Abstract Folk dance, described in Folkloristics through notions like traditional dance, or, more often, folk choreography, refers to a specific domain of traditional spirituality, and is the third major component of folklore, alongside traditional literature/literary folklore and traditional music/musical folklore.The relation between folk dance and the Romanian education system is a long-lasting one, having taken various forms and degrees of intensity, as this folklore category offers resources and contents that have been used, and still are, in the education of children, youth, and adults. This article refers to the basic components of folk dance distinguished in Ethnochoreology which can offer useful contents to the process of didactic transposition at different levels of education in the Romanian school.

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Koehnecke, Dianne Swenson. "Folklore and the multiple intelligences." Childrens Literature in Education 26, no. 4 (December 1995): 241–47. http://dx.doi.org/10.1007/bf02355405.

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Umud oğlu Əliyev, Əli. "MƏKTƏBƏQƏDƏR TƏHSİL MÜƏSSİSƏLƏRİNDƏ FOLKLOR NÜMUNƏLƏRİNİN ÖYRƏDİLMƏSİ." SCIENTIFIC WORK 51, no. 02 (February 28, 2020): 58–64. http://dx.doi.org/10.36719/aem/2007-2020/51/58-64.

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Gutova, L. A. "Folklore in labor education (on the livestock cycle materials)." BULLETIN of the Kabardian-Balkarian Institute for the Humanities Research 3, no. 38 (2018): 134–42. http://dx.doi.org/10.31007/2306-5826-2018-3-38-134-142.

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김행심. "An Investigation of Children's Education in traditional Folklore Culture." Journal of Next-Generation Humanities and Social Sciences ll, no. 4 (March 2008): 319–38. http://dx.doi.org/10.22538/jnghss.2008..4.319.

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Krus, O. "Folklore of Volyn Polissia in national education of personality." Art and education, no. 1 (2020): 35–39. http://dx.doi.org/10.32405/2308-8885-2020-1-35-39.

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Campbell-Barr, Verity. "Early years education and the value for money folklore." European Early Childhood Education Research Journal 20, no. 3 (September 2012): 423–37. http://dx.doi.org/10.1080/1350293x.2012.704764.

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Mulyani, Sri, Siti Muharomah, and Memmy Dwi Jayanti. "Folklor Sendang Bulus Jimbung Klaten As Learning Moral Education." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, no. 1 (June 30, 2021): 79–85. http://dx.doi.org/10.30998/jh.v5i1.639.

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The purpose of this study is to describe the moral aspect and as a material for learning, while the research method used is descriptive qualitative with literature study, listen, and note down techniques. Then the data analysis technique is carried out by identifying, clarifying, analyzing, and concluding. The data source used is the folklore of Sendang Bulus Jimbung Klaten. After doing the research get the following results. There are eight sentences (8) or 62% which refer to good moral aspects and five (5) or 38% sentences refer to bad (bad) moral aspects. The thirteen (13) sentences found in the story of Sendang Bulus Jimbung will be used as learning materials in coaching the community, which are related to moral educationKeywords: folklore, moral education, and society

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Masharipovna, Rajapova Kumush. "Technologies Of Use Of People's Oral Creativity In Mother Tongue Classes." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5436–39. http://dx.doi.org/10.17762/pae.v58i2.2956.

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: This article discusses the technology of using examples of folklore in native language lessons. There is also information on practical and creative work on proverbs and sayings during the course. There are also ideas about the importance of proverbs and sayings in developing students' speech. The article also focuses on the role of folklore in educating students.

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Popova, Irina. "V.F. Odoyevsky and public music education: the background of the problem and the reception of the scholar’s ideas in Russian folklore." PHILHARMONICA. International Music Journal, no. 2 (February 2021): 70–84. http://dx.doi.org/10.7256/2453-613x.2021.2.35122.

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The author of the article thinks through the views of an outstanding writer, musician, scholar, collector and music folklore and the Old Russian art of singing researcher, Prince Vladimir Fyodorovich Odoyevsky on public music education. The author considers Odoyevsky’s opinion about the education of the lowest tiers of Russian society and female education and the possible ways of public music education. The research is based on Odoyevsky’s letters and diaries, and three articles about primary music education methods and the peculiarities of giving solfegio classes to broad public. The author focuses on the role of “numerical technique” in the development of Russian folklore music notating.The scientific novelty of the research consists in the understanding of Odoyevsky’s contribution to the popularization of the music notating system created by Émile-Joseph-Maurice Chevé. The author of the research is the first to establish Odoyevsky’s priority in developing and supporting government and social initiatives in the field of public music education. The author demonstrates the universal character of approaches of the Russian enlightener to solving educational problems and explains the reception of some scientific ideas of the scholar in Russian folklore milieu. The author uses the examples of typologically homogeneous terms of the theory of music applied by Odoyevsky and still used by folklore musicians.   

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Parkkinen, Pekka, and Erkki Sutinen. "Bridging Ancient and Modern Cultures: Folklore in Multimedia." British Journal of Educational Technology 30, no. 3 (July 1999): 277–79. http://dx.doi.org/10.1111/1467-8535.00116.

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Flores, Juan M. "Barrio Folklore as a Basis for English Composition." Equity & Excellence in Education 24, no. 2 (April 1988): 72–73. http://dx.doi.org/10.1080/1066568880240213.

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Інна Терешко and Лариса Пшемінська. "M. LEONTOVYCH’S WORK OF FOLKLORE IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 128–35. http://dx.doi.org/10.31499/2307-4906.4.2020.224180.

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The methodical concepts of organization, recording, processing and documentation of folklore by the outstanding Ukrainian composer, conductor, teacher Mykola Leontovych are defined in the article. The artist's interest in folk songs is revealed, and his purposeful work as a recorder of folk melodies is studied. The composerʼs approaches to collecting, studying and popularizing the folklore of Ukraine are defined. The memories of friends and students, which reveal the composer’s and folklore activities, are analyzed.Much attention is paid to the definition of individual perception, techniques and methods of presentation of folklore in the professional activities of M. Leontovych, in particular, describes the diverse and multilevel system of the composerʼs creative approach to folk songs and outlines the leading role of folklore in music and aesthetic education. The article considers the national originality of M. Leontovych’s choral music, reveals the close connection of the composer’s activity with the rich folk song culture of Ukraine, highlights the composer’s innovative approaches to the embodiment of folklore in Ukrainian music, traces the artist’s influence on the development of the choral miniature genre. The paper presents a creative understanding of the folk song heritage of the composer and the use of its best examples in the education and artistic training of todayʼs young generation. Some aspects of the development of professional skills of future teachers of music are highlighted. The use of certain forms, methods, techniques of educational activities contribute to the formation of studentsʼ readiness to use arrangements of M. Leontovychʼs song folklore in modern secondary schools in the context of the New Ukrainian School.

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Shuman, Amy. "Playful Uses of Literacy Among Urban Adolescents." Practicing Anthropology 7, no. 1-2 (January 1, 1985): 12–13. http://dx.doi.org/10.17730/praa.7.1-2.n4w74x46t8123673.

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One of the least studied domains of literacy is its artistic and playful use in everyday life. In this folkloric domain, oral and written forms co-exist as part of a larger system of communication. Although literacy studies have been decidedly inter-disciplinary, combining cross-cultural cognitive psychology, education, history, classic literature, and ethnography, only the ethnography of communication approach enlarges the scope from a study of reading and writing to include studies of the relationship between oral and written forms. A few folklorists have investigated some areas where writing crossed the path of traditional verbal arts (Rosenberg in Folklore Studies in Honor of Herbert Halpert, 1980; Dundes and Pagter, Work Hard and You Shall Be Rewarded, 1979; and Stahl in Folklore Studies Reprint Series, No 3, 1974), but folklorists have not entered the debates on the consequences of literacy, and Albert Lord's (The Singer of Tales, n.d.) important discoveries concerning epic transmission remain the only discussion of verbal arts in literacy scholarship.

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Paulson, Michael G., and Timothy J. Mitchell. "Violence and Piety in Spanish Folklore." Hispania 72, no. 2 (May 1989): 301. http://dx.doi.org/10.2307/343126.

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Butler, Francelia. "Seuss as a creator of folklore." Children's Literature in Education 20, no. 3 (September 1989): 175–81. http://dx.doi.org/10.1007/bf01126459.

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Zeyqəm qızı Rzayeva, Qərənfil. "Issues of spiritual education in proverbs and parables." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 34–39. http://dx.doi.org/10.36719/2663-4619/67/34-39.

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The folklore of each nation is an indicator of the history of the formation of its thinking and artistic thinking. If we look at the history of our oral literature, we see that our oldest examples date back to the archaic period of hundreds of thousands of years ago. Our folklore, which originated from mythological thought, has improved over time, formed as a product of new thought in different historical periods, passed down from generation to generation and has survived to the present day. The folklore of the Azerbaijani people is rich in genre and colorful in terms of its theme and content. Our oral literature, which is the heart of our people, has not lost its freshness, but is also valuable as a source of our national and spiritual values. Labor songs, counting words, holavars, bayats from lyrical genres; proverbs and parables, legends, myths, epics, etc. from the genres of the epic type. In the womb of genres, the spiritual values that our people have acquired throughout human history are embodied. Proverbs and parables in the most concise genres of oral folk literature are very valuable materials from the point of view of education. There are hundreds of proverbs for all aspects that form the basis of education (patriotism, love of work, collectivism, struggle, loyalty, respect for elders, passion for science, knowledge, etc.). Many proverbs and parables were created by hard working people. Therefore, they talk more about the hard work and poverty of the people in the past, and express deep hatred and protest against the ruling classes and the exploiters. Key words: proverbs, parables, epic type, oral literature, folk literature, spiritual heritage, wisdom, folk wisdom

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Kwami, Robert. "A West African Folktale in the Classroom." British Journal of Music Education 3, no. 1 (March 1986): 5–18. http://dx.doi.org/10.1017/s026505170000509x.

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The author describes an investigation into the use of West African folklore in the school curriculum by means of an African folktale which became the basis for a project in the class music lessons. Starting with research into West African folklore, particularly children's stories and songs, in Ghana and Nigeria between 1979 and 1983, music was composed in a basically African style to go with an adaptation of one of the stories.The practical work in a London primary school investigated ways of minimising the apparent dichotomy between African and Western musics in the curriculum.

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Parkkinen, Pekka, and Erkki Sutinen. "Woven folklore: computers promoting cross-cultural understanding." International Journal of Continuing Engineering Education and Lifelong Learning 14, no. 1/2 (2004): 24. http://dx.doi.org/10.1504/ijceell.2004.004571.

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이필은. "Child Abuse in Medieval Folklore - An Analysis of Christian and Jewish Folklore from the perspective of Christian education." Journal of Christian Education in Korea ll, no. 57 (March 2019): 91–108. http://dx.doi.org/10.17968/jcek.2019..57.004.

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Glassie, Henry, and Barbara Truesdell. "A Life in the Field: Henry Glassie and the Study of Material Culture." Public Historian 30, no. 4 (2008): 59–87. http://dx.doi.org/10.1525/tph.2008.30.4.59.

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Abstract Henry Glassie discusses the early life influences that led him to folklore as his vocation. He describes his formal education; his mentoring by Fred B. Kniffen, whose training shaped Glassie's study of material culture; his job as the state folklorist of Pennsylvania; and his participation in the evolution of public sector folklore. Glassie also describes the centrality of fieldwork to his career, his writings, his teaching, his museum work, and to the folklore enterprise. Finally, he evaluates the earmarks of a successful public history venture and the influence of his work's intention to democratize history.

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Hwang, Yun-Jeong. "A Study on Contents of Folklore Education Using Conflict Structure." Korean Literature Education Research 59 (June 30, 2018): 197–234. http://dx.doi.org/10.37192/kler.59.6.

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Anne Pryor and Paddy Bowman. "Folklore and Education: A Short History of a Long Endeavor." Journal of American Folklore 129, no. 514 (2016): 436. http://dx.doi.org/10.5406/jamerfolk.129.514.0436.

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