20.500.12556/RUL-51633 Contemporary art and citizenship education the possibilities of cross-curricular links on the level of content Sodobna umetnost in državljanska vzgoja - vprašanje mogočih medpredmetnih povezav na vsebinski ravni Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective) their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatory practices (Proletarians of All Countries, Beggar Robot and EU/Others), while warning (from the pedagogic perspective) against the often neglected fact that contemporary art is experienced here and now. Sodobna umetnost se v primerjavi s predhodno moderno umetnostjo razlikuje v tem, da se spet vrača k družbi in vsakdanjemu življenju ter da tematizira aktualne težave, s katerimi se srečuje človek tukaj in zdaj. Zelo pogosta tema je trajnostni razvoj in s tem povezane vsebine, kot so: okoljevarstvo, vrednote, odnos do drugega itn. To so hkrati teme, ki sodijo v koncept aktivnega državljanstva, zato razumevanje sodobne umetnosti pravzaprav zahteva aktivno državljanstvo. Še posebej to velja za relacijsko umetnost, ki od gledalca zahteva aktivno participacijo v umetnini. V prispevku se sprašujem, kako uresničevati povezanost sodobne umetnosti in državljanske vzgoje v osnovni šoli. Sodobna pedagoška doktrina zelo spodbuja medpredmetno povezovanje, zato sem analizirala učna načrta predmetov likovna vzgoja ter državljanska in domovinska vzgoja ter etika in ugotovila, da sta s tega vidika težko povezljiva. Na odsotnost sodobne umetnosti v učnem načrtu za likovno vzgojo se sicer že dlje časa opozarja, a težava učnega načrta je konceptualne narave. Skupne cilje državljanske in likovne vzgoje je mogoče uresničevati z intenzivnejšim medinstitucionalnim povezovanjem šol z galerijami in muzeji, ki predstavljajo sodobno umetnost. Na treh primerih sodobnih umetnin, natančneje participatornih praks (Proletarier aller Länder, Žicar in EU/Others) pokažem na mogočo medpredmetno povezavo na vsebinski ravni in opozorim na s pedagoškega vidika pogosto spregledano dejstvo, da sodobno umetnost doživljamo tukaj in zdaj. art education civics contemporary art participatory art practices citizenship education art education cross-curricular links osnovne šole sodobna umetnost participatorne likovne prakse državljanska vzgoja likovna vzgoja medpredmetne povezave true false true Angleški jezik Slovenski jezik Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 20. 8. 2025) Članek v reviji 2015-07-10 16:16:35 2015-07-10 16:16:35 2025-08-20 12:07:01 0000-00-00 00:00:00 2013 0 0 DOI slovenskega prevoda je 10.26529/cepsj.254 (https://doi.org/10.26529/cepsj.254). (Datum opombe: 12. 8. 2025) Str. 97-117, 118-138 no. 1 Vol. 3 2013 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.2/.3 1855-9719 10.26529/cepsj.253 9591369 252707584 cepsj_3_1_pp97-117-Kemperl.pdf cepsj_3_1_pp97-117-Kemperl.pdf 1 324819BCBFD02CFBA0138BEFF155F9A1 b13ff80229a1b893dc5836f0c3d62fcaa97681e54808ff40a6ade7e6ac7de135 a4dedccd-1aa6-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=203769 cepsj_3_1_pp118-138-Kemperl_slo.pdf cepsj_3_1_pp118-138-Kemperl_slo.pdf 1 AB0AA6B73A1F91A96824B17F9D87FC9B 19e7a34b4ef5f2c756764a07ec41ee062782c8486674787f4ed73a0b08afe009 a50c1ae3-1aa6-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=203770 https://www.cepsj.si/index.php/cepsj/article/view/253 0 cf52148f-7469-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=214103 https://www.cepsj.si/index.php/cepsj/article/view/254 0 f518c3f0-7469-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=214104 Pedagoška fakulteta CEPS journal 0 0 0