Connection of the school subjects in the educational process enables a holistic understanding of the world, allowing synthesis and transfer of knowledge. When performing cross-curricular integration, however, it is possible to make a mistake to impose terms and concepts to a particular field, that do not belong to that field. In the subject of Visual arts, this mistake occurs because teachers prefer cross-curricular connections (correlation) to perform on the basis of a visual theme, rather than on the basis of artistic concepts. The result is weakened cognitive, psychomotor and affective teaching results. By focusing on motifs one does not adopt the visual concepts and the knowledge about art. Because of that, that type of intersubject connection (correlation) does not result with transfer of knowledge. Artistic-creative approach, without artistic concepts and without knowing the art materials and procedures for their use, often leads to stereotyped, patterned and non-individualized representation of motifs. Besides, absence of visual language vocabulary and visual perception decreases pupils' ability to critically evaluate and aesthetically assessing of their own, others and artistic works. A possible solution to this problem is offered by the approach of cross-curricular integration at the level of translation; a good knowledge of the visual language enables the search for related concepts and related structures in other fields. While doing so, the linguistic theory of structuralism is helpful. Therefore, the main objectives of the presented research are to determine how structural cross-curricular integration (structural correlation) in the teaching of visual art education affects the overall artistic development (cognitive, affective and psychomotor) of the pupils. Also, to determine how it affects on the motivation of the pupils and their ability to critically evaluate. The objective is also to develop guidelines for design, performance and education of teachers for the use of the didactic model of cross-curricular connection. The research was performed in four schools on a sample of 403 pupils in the first, fifth and eighth grades. It has been shown that pupils, involved in the process of teaching with cross-curricular integration, were better able to understand the visual and other concepts than pupils in the control group. The results are statistically significantly higher mostly at pupils on the primary school level, while slightly less obvious differences are in pupils at the middle school level. The pupils of the experimental group achieved statistically significantly better knowledge transfer, a higher level of motivation, a better sensitivity and technique of usage of arts materials, a higher degree of originality and individuality, and a degree of critical evaluation and aesthetic assessment.
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