20.500.12556/RUL-179464 Secondary school students’ response to learning the concept of destruction and transformation of an artwork into another artwork in the visual arts class Odziv dijakov na spoznavanje koncepta destrukcije in transformacije dela v drugo delo pri pouku likovne umetnosti This empirical study aimed to introduce the concept of destruction and transformation into secondary school art education as a potential way of incorporating conceptual and contemporary artistic practices. Experts have highlighted the absence of such content in art education, emphasising the responsibility of teachers to integrate it into the learning process thoughtfully. To encourage students to engage in profound thinking about destruction and internalise the essence of conceptual art through practical experiences, we conducted a study at a Ljubljana secondary school. Here, students created their initial artwork (ready-made), a prerequisite for its subsequent destruction and transformation into a new artwork. We included two first-year classes, exploring 1) their response to the presented artworks aligned with the researched concept, 2) their attitude towards destroying and transforming their initial artwork, and 3) their response to the concept of destruction and transformation through their creative practice. Over four school hours, we gathered data through both qualitative and quantitative research techniques. The results showed that in-depth discussions of conceptual foundations led to a predominantly positive student attitude towards contemporary artworks. They not only understood but also internalised the essence of these artworks, which was vividly reflected in their practical artistic expressions. In conclusion, the study effectively introduced the concept of destruction and transformation into secondary school art education, promoting a deeper understanding of contemporary art among students while cultivating their creative and critical thinking skills. Cilj empirične raziskave je bil vpeljati koncept destrukcije in transformacije v pouk likovne umetnosti kot mogoč način vključevanja konceptualnih in sodobnih umetniških praks na srednješolski ravni izobraževanja. Strokovnjaki namreč opozarjajo na pomanjkanje tovrstnih vsebin v likovnopedagoški praksi in poudarjajo odgovornost učiteljev, da skozi premišljen pristop te vpeljujejo v učni proces. Da bi pri dijakih spodbudili poglobljeno razmišljanje o destrukciji in da bi prek likovne izkušnje ponotranjili bistvo konceptualne umetnosti, smo na srednji šoli v Ljubljani izvedli empirično raziskavo. V okviru te so dijaki ustvarili prvi likovni izdelek (angl. ready-made), ki je bil predpogoj za nadaljnje uničenje in preobrazbo v drugi likovni izdelek. V raziskavo smo vključili dva razreda dijakov prvih letnikov, pri čemer so nas zanimali: 1) njihov odziv na prikazana umetniška dela, ki sovpadajo z raziskovanim konceptom; 2) njihov odnos do uničenja in preobrazbe prvega likovnega izdelka; 3) njihov odziv na koncept destrukcije in transformacije skozi lastno ustvarjalno prakso. V obeh razredih smo izvedli štiri šolske ure, znotraj katerih smo zbirali podatke s pomočjo tehnik kvalitativnega in kvantitativnega raziskovanja. Ugotovili smo, da se je poglobljena obravnava konceptualnih izhodišč skozi diskusijo odražala v večinsko pozitivnem odnosu dijakov do sodobnih umetniških del. Prikazanih del niso le razumeli, ampak so njihovo bistvo tudi ponotranjili, kar se je jasno odražalo v praktičnem likovnem izražanju dijakov. Sklenemo lahko, da je raziskava učinkovito vpeljala koncept destrukcije in transformacije v pouk likovne umetnosti na srednješolski ravni izobraževanja, saj je pri dijakih spodbudila globlje razumevanje sodobne umetnosti ter hkrati razvijala njihove sposobnosti ustvarjalnega in kritičnega mišljenja. art education conceptual art contemporary art practices destruction secondary school transformation pouk likovne umetnosti konceptualna umetnost destrukcija transformacija sodobne umetniške prakse srednja šola srednješolsko izobraževanje likovna umetnost true false true Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 14. 2. 2026) Članek v reviji 2026-02-14 09:44:48 2026-02-14 09:44:49 2026-02-25 12:01:40 0000-00-00 00:00:00 2025 0 0 Str. 73–94 no. 3 (varia issue) Vol. 15 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-01-01 373.5:7.01 2232-2647 10.26529/cepsj.1734 183903491 RAZ_Bojc_Dasa_2025.pdf RAZ_Bojc_Dasa_2025.pdf 1 FF45B2CD4A1AF9C7B00C5D90C4F8330C 13da5d0e92937c1e352a6ec51f58908d2a8b33939602dabe7372bf6e71402551 be2284f7-0981-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=227995 https://cepsj.si/index.php/cepsj/article/view/1734 0 3b0c70ee-0981-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=227994 Pedagoška fakulteta CEPS journal 0 0 0