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KALEVALA PROSESSIDRAAMASSA Esimerkki Opettajille Ja Kasvattajille Kalevalan Opetuksesta Draaman Keinoin

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KALEVALA PROSESSIDRAAMASSA Esimerkki Opettajille Ja Kasvattajille Kalevalan Opetuksesta Draaman Keinoin KALEVALA PROSESSIDRAAMASSA Esimerkki opettajille ja kasvattajille Kalevalan opetuksesta draaman keinoin Kaisla Pirkkalainen Kehittämishankeraportti Toukokuu 2007 Tekijä(t) Julkaisun laji Pirkkalainen, Kaisla Kehittämishankeraportti Sivumäärä Julkaisun kieli Suomi 61 Luottamuksellisuus Salainen _____________saakka Työn nimi Kalevala prosessidraamassa – esimerkki opettajille ja kasvattajille Kalevalan opetuksesta draaman keinoin Koulutusohjelma Ammatillinen opettajakorkeakoulu, ammatillisen opettajan pedagogiset opinnot Työn ohjaaja(t) Nurminen, Ritva Toimeksiantaja(t) Tiivistelmä Kehittämishankkeen lähtökohtana oli kehittää draaman avulla tapahtuvaa Kalevalan opetusta ja luoda siitä vaiheistettu opetuskokonaisuus. Kyseessä oli prosessidraamamenetelmää tutkimalla saadusta materiaalista ja omista opetuskokemuksistani rakentunut synteesi. Hankkeen tavoitteena oli uusien opetuskäytäntöjen ja yhteistyömuotojen käyttöönotto Kalevalan ja suomalaisen kulttuuriperinnön opetuksessa. Lisäksi hankkeen tarkoituksena oli tarjota toimiva ja innostava esimerkki Kalevalan opetukseen. Kouluille suunnattu projekti Kalevalasta toteutti perusopetuksen opetussuunnitelman toimintalinjaa kulttuuriperinnön siirtämisestä ja vaalimisesta sekä omien juurien ja suomalaisen kulttuuri-identiteetin vahvistamisesta. Kehittämishankkeen käytännön osuus toteutettiin kahden viikon aikana Sulkavan Kaartilankosken koulussa, jonka aikana Kalevalaiset draamatarinat kehitettiin. Opetusjakson jälkeen opetuskokonaisuuksien toteutuksen vaiheet kirjattiin ylös ja vaiheistettiin. Tähän kehittämishankkeeseen kuului myös orientaatiomateriaalin luominen opettajien käyttöön. Sen tarkoituksena on virittää opettaja aiheeseen, avata ehkä uusia näkökulmia Kalevalan opetukseen ja virkistää muistia kertaamalla Kalevalan juoni. Kehittämishankkeessa syntynyt esimerkki Kalevalan opetuksesta sopii sovellettavaksi tai suoraan käytettäväksi luokkahuoneessa tapahtuvaan draamatyöskentelyyn. Avainsanat (asiasanat) Prosessidraama, pedagoginen draama, draamakasvatus, Kalevala Muut tiedot Author(s) Type of publication Pirkkalainen, Kaisla Development project report Number of pages Language of publication 61 Finnish Confidentiality Confidential until _____________ Title of the study Kalevala in Dramaprocess – one example for teachers and educators how to use drama teaching Kalevala Institution/Training programme Teacher Education Centre, pedagogical studies of vocational teacher Supervisor(s) Nurminen, Ritva Subscriber(s) Abstract The starting point of this development project was to produce material for teaching Kalevala by means of drama and to create a model of it. Synthesis was based on material found from drama process and on my own teaching experiments. As the ambitious aim of this project was to bring into use new methods and ways of collaboration in teaching Kalevala and our cultural heritage. Also the meaning of this project was to offer a functional and inspiring model for teaching Kalevala at schools. This Kalevala project directed to schools carried out the formulation of curriculum (OPS) passing out and cultivating cultural heritage and strengthening our own roots and cultural identity. The practical part of this development project was done in two weeks in the elementary school of Kaartilankoski, Sulkava, during which time drama stories from Kalevala were developed. After the teaching period the different stages of realization were written down and modelled. Also orientation material for teachers´ use belongs to this development project. The meaning of it is to inspire a teacher for teaching, maybe to open new aspects for Kalevala teaching and refresh his/her memory by going through the plot of Kalevala. The model of Kalevala teaching is applicable to classroom drama. Key words Processdrama, classroom drama, Drama in Education, Kalevala Additional information SISÄLTÖ 1. Johdanto.......................................................................................................4 2. Kalevalaa kaikille ja ilmaisua ipanoille - miksi draama on hyvä työväline?...6 2.1 Oodi draamaopetukselle käsitteiden villissä viidakossa - draamaopetuksen käsitteet ....................................................................8 2.2 Draama ja oppiminen .....................................................................10 3. Kalevala prosessidraamassa......................................................................13 3.1 Orientaatio ennen opetusta ............................................................13 3.2 Kalevalan tulkinnasta ja opettamisesta ..........................................14 3.3 Kalevala suomalaisuuden symbolina ja identiteettinä ....................15 3.4 Kalevalan juoni ...............................................................................20 3.4.1 Maailman ja Väinämöisen synty.............................................20 3.4.2 Väinämöinen ja Joukahainen .................................................21 3.4.3 Aino........................................................................................22 3.4.4 Joukahaisen kosto, Väinämöinen Pohjolassa ........................22 3.4.5 Pohjolan neito ja Väinämöisen pipipolvi.................................23 3.4.6 Sammon taonta......................................................................23 3.4.7 Lemminkäinen........................................................................24 3.4.8 Väinämöinen Tuonelasssa ja Antero Vipusen vatsassa.........26 3.4.9 Kilpailu Pohjolan tyttärestä.....................................................26 3.4.10 Pohjolan häät .......................................................................27 3.4.11 Lemminkäinen pakenee saareen ja lähtee kostoretkelle Pohjolaan........................................................................................27 3.4.12 Sammon ryöstö....................................................................28 3.4.13 Marjatta ja Väinämöisen lähtö..............................................29 4. Maailman synnystä Pohjolan häihin – prosessidraamaopetuksen vaiheet.31 4.1 Maailman ja kulttuurin synty ...........................................................31 4.2 Väinämöisen Pohjolaan lähtö .........................................................34 4.3 Sampo............................................................................................36 4.4 Aino ................................................................................................40 4.5 Oppilaiden valitsemat Kalevala-tarinat ...........................................42 5. Arvio projektin toteuttamisesta ...................................................................45 5.1 Projektin kehittäminen jatkossa ......................................................48 LÄHTEET .......................................................................................................49 LIITTEET ........................................................................................................50 1. JOHDANTO Kehittämishankkeen lähtökohtana oli kehittää materiaalia draaman avulla tapahtuvaan Kalevala-opetukseen ja luoda siitä vaiheistettu opetuskokonaisuus. Kyseessä on prosessidraamamenetelmää tutkimalla saadusta materiaalista ja omista opetuskokemuksistani rakentunut synteesi. Prosessidraama on yksi pedagogisen draaman osa-alue, joskin nykyään sanoja käytetään toistensa synonyymeinä. Pedagoginen draama on Laakson (2004) mukaan pedagogista toimintaa, jossa draaman keinoin pyritään kasvatuksellisiin tai opetuksellisiin päämääriin. Kehittämishankkeen käytännön osuus toteutettiin kahden viikon aikana Sulkavan Kaartilankosken koulussa. Ennen opetusta ja oppilaiden kohtaamista prosessoin Kalevalan tarinoita, suunnittelin oppimisen tavoitteet kullekin tunnille ja valitsin oppimistavoitteita palvelevia draamaharjoitteita kehittämieni draamatarinoiden ympärille. Draamatarinat olivat avoimia, joka tarkoittaa sitä, että vuorovaikutuksessa oppilaiden kanssa tarinoihin tuli uusia juonenkäänteitä ja henkilöitä. Opetustuntien jälkeen kirjoitin tuntien kulun auki ja kehittelyn jälkeen vaiheistin tunneilla tapahtuneen toiminnan. Tähän opetukselliseen kokonaisuuteen kuuluu myös orientaatiomateriaali opettajille. Peruskouluille suunnattu projekti Kalevalasta toteutti perusopetuksen opetussuunnitelman toimintalinjaa kulttuuriperinnön siirtämisestä ja vaalimisesta sekä omien juurien ja suomalaisen kulttuuri-identiteetin vahvistamisesta. Menetelmänä prosessidraama kuuluu ihmisenä kasvamisen kokonaisuuteen, jolloin draamatyötä tarkastellaan sen oppimispotentiaalista käsin. Kalevalan opetus kuuluu äidinkielen opetussuunnitelmaan: Kalevala- opetus voidaan myös liittää osaksi kulttuuri-identiteetti -aihekokonaisuutta. Projektin tavoitteena oli uusien opetuskäytäntöjen ja yhteistyömuotojen käyttöönotto Kalevalan ja suomalaisen kulttuuriperinnön opetuksessa. Lisäksi projektin tarkoituksena oli tarjota toimiva ja innostava opetuskokonaisuus koulujen Kalevala-opetukseen. Kalevala-opetuksen yhtenä tavoitteena on edesauttaa lasten ja nuorten myönteisten mielikuvien syntymistä omasta suomalaisesta kulttuuri- identiteetistä ja tarjota maahanmuuttajille mahdollisuus tutustua suomalaiseen kulttuuriperintöön. Kansainvälistyvässä maailmassa ja Euroopan maiden sitoutuessa yhä kiinteämmin yhdeksi verkostovaltioksi, on kulttuurin alueellisten erojen kunnioittamisesta tullut välttämättömyys. Ikävä kyllä kansainvälistyminen on osittain vieraannuttanut meidät omasta kulttuurillisesta traditiostamme. Ihmiset liikkuvat sujuvasti eri maiden ja kulttuurien rajojen yli ehkä enemmän kuin koskaan aikaisemmin.
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