Iva Stamenova
South-West University “Neofit Rilski”
https://doi.org/10.53656/ped2024-9.08
Abstract. The topic of creative skills piqued the interest of a number of methodologists and researchers, developing and testing in practice their ideas aimed at stimulating the development of creative skills in primary school. In the course of working with the students, the urgent need for the implementation and application
of specific methodical steps in the performance of tasks on pre-selected works of art was noticed. It is these difficulties, related to the inability to work expediently with the creative task set by the teacher, that necessitated the identification of a didactic
model with practical applicability in reading classes. The model was first tested with students in the fourth grade. The stages and sub-stages of which it consists are intended to significantly ease the written creative activity of fourth-graders in working with literary works. Therefore, the article is aimed at tracking creative skills in older students, in order to generally test the usefulness of the model in the performance of individual or group tasks with a creative focus. At a later stage, it is planned to modify it in order to apply it to students from first to third grade, taking into account their age and cognitive characteristics, as well as their literary interests in working with works of art of different genres.
Keywords: creative skills; literary studies; fourth grade
