Ustvarjalni proces gestualnega akta pri dijakih pod vplivom glasbe

Jerman, Rebeka (avtor), Gorjup, Tomaž (mentor), Podobnik, Uršula (komentor)

V magistrskem delu smo raziskovali ustvarjalni proces gestualnega akta pri dijakih in vpliv glasbe nanj. Poskusi opredelitve ustvarjalnosti imajo korenine že v starih kulturah, nekateri od poznejših raziskovalcev pa so Helmholtz, Poincar, Wallas, Wertheimer (1945), Guilford (1967, v Pečjak in Štrukelj, 2013), Torrance, Cox idr. (Oblak, 1987). Read (1943, v Oblak, 1987) že na začetku 20. stoletja poudari njeno pomembnost v pedagoški sferi s svojo reformno pedagogiko in pobudo gibanja za učinkovitejšo umetnostno vzgojo. V magistrskem delu smo podrobneje raziskovali njeno realizacijo v odnosu glasba-likovno ustvarjanje. B. Oblak (1987) v svojih raziskavah preučuje odnos glasba-gib in jo označi za prvinsko in neposredno. A. N. Kovačev (1995) glasovno in gibalno izražanje opredeli kot prvo manifestacijo posameznikove samoekspresije. Selan (2014) za prvo likovno delovanje označi gib, kot poseg, ki ga vodi želja po raziskovanju. Navedena dognanja so pomembna pri odnosu gestualnega slikarstva in glasbe. Revesz (Čehovin Verč, 1992) je glasbo označil za harmonijo med čustvi in intelektom. Cockerton, Moore, Norman (1997, v Dolegui, 2013) glasbi priznavajo pozitiven vpliv na osredotočenost in reševanje kompleksnih kognitivnih problemov. Kljub obilici raziskav pozitivnega vpliva glasbe na posameznika, ne smemo zanemariti drugega vidika. Rezultati in analize eksperimenta Hygga, Bomana, Enmarkerja (2003, v Tišić, Robnik, 2015) označijo glasbo kot distrakcijo in zagovarjajo kot najboljše okolje za reševanje kognitivnih problemov tišino. Tudi Perham (2010, v Cutler, 2013) je v svojih raziskavah dokazoval boljšo zmožnost memoriziranja brez glasbe kot okoljskega dejavnika. Rezultati empiričnega dela podpirajo raziskave zagovornikov pozitivnega vpliva glasbe na reševanje kognitivnih problemov in ustvarjanja. Hipoteza 1, da glasba kot okoljski dejavnik vpliva na hitrost ustvarjalnega procesa, je bila delno potrjena. Hipoteza 2, da glasba vpliva na fleksibilnost ustvarjalnega procesa, in hipoteza 3, da glasba vpliva na realizacijo naslednjih kriterijev kvalitete likovne naloge iz gestualnega slikarstva: upoštevanje karakteristik gestualnega akta pri slikanju (uporaba tehnike »dripping« ipd.), zapolnitev celotnega formata (»all over« način slikanja), uporaba komplementarnih kontrastov, eksperimentiranje z barvnimi plastmi in uporaba različnih materialov, sta bili potrjeni. Rezultati so pokazali vpliv glasbe (v pozitivno smer) na fleksibilnost ustvarjalnega procesa ter posledično na povečano kvantiteto in kvaliteto likovnih izdelkov pri eksperimentalni skupini. Rezultati tako podpirajo dognanja in raziskovanja omenjenih avtorjev na področju vpliva glasbe na kognitiven in afektiven spekter posameznika pri reševanju kognitivnih nalog ter fazah ustvarjalnega procesa. Glavni prispevek magistrskega dela k razvoju likovne pedagogike predstavlja ugotovitev vpliva glasbe na faze ustvarjalnega procesa pri gestualnem aktu in likovnih delih dijakov, ozaveščanje pedagogov o vplivu in moči glasbe ter zavedanju širokega polja možnega ustvarjalnega udejstvovanja tako v okviru Likovne vzgoje in Likovne umetnosti kot medpredmetnega povezovanja.

• Jezik: Slovenski jezik
• Ključne besede: ustvarjalni proces
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2016
• PID: 20.500.12556/RUL-88355
• COBISS.SI-ID: 11398217
• Datum objave v RUL: 31.08.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The creative process of a gestural act in the students influenced by music

Izvleček

In master we investigated creative process of gestural act at students and the influence of music on it. Creativity was already known as one of the topic in antict cultures, some of the lates researchers are Helmholtz, Poincar, Wallas, Wertheimer (1945), Guilford (1967, in Pečjak and Štrukelj, 2013), Torrance, Cox and others (Oblak, 1987). Read (1943, in Oblak, 1987) in the begining of 20. century accentuated the importance of creativity in pedagogic area, with his reforming pedagogy and initiative for efficient art pedagogy. In master we put additional attention to accomplishment of creativity in interaction music - art manifestation. B. Oblak (1987) in her investigations researched relation music-movement. She denoted it for primal and straightforward reaction. A. N. Kovačev (1995) phonetic and musical expression defines as first manifestation of individual's self-expression. Selan (2014) for individual's first art manifestation declares gesture as intervention lead by tendency of exploration. Discoveries stated above are important in relation gestural painting and music. Revesz (Čehovin Verč, 1992) declared music as harmony between emotions and intellect. Cockerton, Moore, Norman (1997, in Dolegui, 2013) acknowledged music positive influence on concentration and solving complex cognitive problems. However despite of all studies and discoveries that speak in favor of positive music effect on individual, we can not ignore and overlook other perspective. Results and analysis Hyagga's, Boman's and Enmarker's experiment (2003, in Tišić, Robnik, 2015) labeled music as distraction. As best productive environment for solving cognitive problems declared silence. Perham (2010, in Cutler, 2013) in his researches proved individual's better memorising capacity without music as present environmental element. Results of empirical part of our investigation speak in favoure of researches that declare positive music influence on cognitive and creative process. Hypothesis 1 (music as environmental element has influence on velocity of creative process) was partly confirmed. Hypothesis 2 (music has influence on flexibility of creative process) and hypothesis 3 (music has influence on realization of following quality criteria of art task; comply characteristics of gestural act at painting (using »dripping« technique…), accomplished »all over« characteristic, integration of complementary contrasts in composition, experimentation with color layers, different materials, textures) were confirmed. Results have shown positive influence of music on flexibility of creative process and quantity and quality of students art works in experimental group. We can conclude that results speak in favour of investigations and studies in area of positive music influence on cognitive and affective spectrum at solving cognitive tasks and fases of creative process. Main contribution of master to developement of art pedagogy area present confirmation of influence of music on fases of creative process at gestural act and students art works, stimulation of awareness about influence and power of music and broaden field of possible creative manifestation in art clasess and other school subjects.

• Ključne besede: creative process