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Skozi umetnost do celovitejšega razumevanja zahtevnih vsebin
Čampelj, Eva (Author), Kemperl, Metoda (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5473/ This link opens in a new window

Abstract
Učni načrti osnovnih in srednjih šol predvidevajo, da se učenci in dijaki spoznajo z nekaterimi učnimi vsebinami, ki jih raziskovalci na tem področju prepoznajo kot zahtevne. Kot ena takih izpostavljenih je druga svetovna vojna, ki je prepoznana kot občutljiva tematika. Velika večina učencev in dijakov se težko identificira s preganjanimi skupinami, nekateri ne morejo razumeti, kaj se je dogajalo zaradi narave in kompleksnosti vsebine, drugi pa so lahko le občutljivi na grozo. Osnovnošolski predmet, ki zajema največji del vsebine druge svetovne vojne, je zgodovina. Učitelji in profesorji zgodovine pri poučevanju posegajo po različnih virih, med katerimi so tudi razni pisni viri in slikovna gradiva. Druga svetovna vojna se nas je Slovencev kot naroda močno dotaknila, zato so jo slovenski umetniki veliko in pogosto tematizirali. Ker je učenje skozi umetnost prepoznano kot učinkovita metoda za dodatno razlago vsebin drugih predmetov, spodbuja razvijanje empatije, umetnostna zgodovina pa je prepoznana kot izrazito interdisciplinarna veda, smo v nalogi želeli raziskati, kako učence in dijake skozi umetnost popeljati do celovitejšega razumevanja zahtevnih vsebin. Za začetek smo raziskali, v katerih učnih načrtih se tema druge svetovne vojne na Slovenskem sploh pojavi. Tako smo ugotovili, kateri predmeti so smiselni za medpredmetno povezovanje in kakšna so didaktična priporočila učnih načrtov zanj. V magistrskem delu smo predstavili razliko med kroskurikularnim in medpredmetnim povezovanjem, ju opisali in predstavili, zakaj sta smiselni. Predstavili smo tudi več oblik medpredmetnih povezav, za katere se lahko odločimo. Predstavili smo rezultate že narejenih raziskav na področju mnenj učiteljev o povezovanjih in rezultate raziskav, ki so v povezovanja vključevale umetniške predmete. Raziskali smo, kakšen pomen ima umetnost za vzgojo in izobraževanje, kaj učenje skozi umetnost je in kako lahko predmete povezujemo skozi poučevanje o likovni umetnosti. Predmeta zgodovina in likovna umetnost oziroma umetnostna zgodovina se naravno tesno povezujeta v galerijah in muzejih. Tako strokovnjaki na tem področju kot tudi avtorji učnih načrtov na vsebinski ravni prepoznavajo muzejsko pedagogiko kot pomembno metodo za spoznavanje zgodovine človeštva in zgodovinskih obdobij. Zato smo predstavili tudi to. Analize učnih načrtov so pokazale, da sta za poglobljeno razumevanje druge svetovne vojne na Slovenskem, tako v osnovni šoli kot tudi v gimnaziji, najbolj primerna predmeta zgodovina in likovna umetnost. V drugem delu raziskave smo tako ugotavljali, katero dostopno likovno delo slovenske povojne umetnosti je za medpredmetno povezovanje na izbrano tematiko najbolj primerno. Kot dober primer smo izbrali Pompejansko omizje. Slika je delo Marija Preglja, ki je na platno prenesel svoje izkušnje iz koncentracijskih taborišč, v katerih je bil ujet med drugo svetovno vojno. Da lahko izbrano sliko širše umestimo (v obdobje, v katerem je nastala), smo poskrbeli za galerijski kontekst. Kot končni rezultat smo po opravljeni umetnostno-zgodovinski analizi za izbrano sliko pripravili gradivo za učitelje, ki ga lahko uporabijo v medpredmetnem povezovanju prej naštetih predmetov. Del gradiva je tudi voden pogovor o umetnini (pripravljena vprašanja in predvideni odgovori), skozi katerega vsebino likovnega dela in tematike predstavimo.

Language:Slovenian
Keywords:medpredmetno povezovanje
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
COBISS.SI-ID:12211273 Link is opened in a new window
Views:231
Downloads:55
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Secondary language

Language:English
Title:A more comprehensive understanding of demanding content through art
Abstract:
School curriculums of primary and secondary schools expect pupils and students to get acquainted to content which researchers in the field mark as demanding. One of those contents is World War II, which is a delicate subject. Most pupils and students have trouble with identifying with prosecuted groups; some cannot understand what events took place due to the nature or the extent of the contents, while others are just more sensitive to the horrors. School subject that deals with this topic the most is history. Teachers and professors use different sources which include various written and graphic content. World War II left a strong mark on Slovenians; therefore it has been depicted by many Slovenian artists. Learning through art is recognised as an effective method of additional explanation of other subjects, it helps to evolve empathy and art history is known as an extremely interdisciplinary science. Therefore we wanted to research how art could be used for a more comprehensive understanding of demanding content by pupils and students. Firstly, we researched which school subject curriculums contain the topic of World War II in Slovenia. By doing so, we found out which school subjects could be used in cross-curricular teaching and what are didactic recommendations for these links. In the master thesis we explained the differences between integrated curriculum and cross-curricular approach, provided an explanation for each and explained their usefulness. We presented multiple varieties of cross-curricular approach that are available to teachers. We presented the results of already conducted research on the topic of teacher’s opinions on such links and results of research of art-implemented curriculums. We explored what meaning art has for upbringing and education, what learning through art is and how subjects can be linked through visual art. Galleries and museums naturally link history and art history. Professionals in the field and authors of school curricula alike recognise museum education as an important method of learning human history and historical eras. Therefore, we presented this as well. School subjects’ curricula analyses have shown that history and art history are the most suitable subjects for a deeper understanding of World War II in Slovenia in primary and secondary school. In the second part of our research we explored which artwork of Slovenian post-war art is the most appropriate for such cross-curricular teaching. As a good example we chose Pompejansko omizje. This is a painting by Marij Pregelj, who reflected his concentration camp experiences on canvas. To broadly place the painting (into an art era in which it was created) we provided a gallery context. After an art historical analysis we prepared material for teachers for the chosen painting as the final result. It can be used for a cross-curricular approach for aforementioned school subjects. A part of the material is also a guided discussion about the work of art (prepared questions and expected answers), through which we present the content and theme of the artwork.

Keywords:cross-curricular approach

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