Snipp, snapp,snute,er eventyret ute? Eventyrets posisjon i skolen fra L97 til i dag

Abstract

When writing this Master’s thesis my goal was to findout how the position of the fairytale in the school system was, and how the teachers were using fairytales in their teaching. I looked at the past three teaching plans L97, LK06 and LK20 to compare how they presented fairytales, both in the subject curriculum and in the executive part ofthe plan. Whilst the teaching plans were important, I also wanted to talk to teachers that had teached about fairtles through these teaching plans and talk about their experience. The topic questionI aim to answer in this thesis is“ What kind of place has dissemination and working with fairytales been given in fagfornyeslen(LK20) based on past curriculums, and what kind ofopportunities does that give the teachers to emphasize working with fairytales?”➔How are fairytales presented/ used today versus inL97?➔Tradition and cuølure are important in Norewgian literature. How can this be conveyed through fairytales and the different curriculums?➔In both L97 and LK20, the curriculum promotes play, creativity and dissemination. What impact has this had on LK06?When choosing the method of this thesis I wanted to analyze the different curriculums to see how they approached the fairytales. I also wanted to talk to teachers to see how the fairytales actually were used in the classroom. By doing this I was informed and got a broader understanding of how fairytels were used in school.I was also curious to see how the curriculum and the teachers took care of the traditional use of fairytales.