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Izkušnje učiteljev z vključevanjem vsebin s področja keramike pri pouku likovna umetnost
Jeraj, Eva (Author), Bratuša, Mirko (Mentor) More about this mentor... This link opens in a new window, Podobnik, Uršula (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6412/ This link opens in a new window

Abstract
Magistrsko delo obravnava področje kiparstva, natančneje oblikovanja gline in keramike v okviru predmeta likovne umetnosti v osnovnih šolah. V uvodnem delu so predstavljene splošne informacije o predmetu likovna umetnost (LUM), ki ga učni načrt (UN za likovno vzgojo, 2011) za OŠ razdeljuje na dve področji – oblikovanje na ploskvi (slikarstvo, risanje, grafika in grafično oblikovanje) in oblikovanje v tridimenzionalnem prostoru (kiparstvo, arhitektura). Glina kot kiparski material se uporablja vse od 1.–9. razreda, saj omogoča različne načine oblikovanja in obdelave ter uporabe pri pouku LUM. Učni načrt za likovno umetnost v OŠ (UN za likovno vzgojo, 2011) predvideva obravnavo keramike tako v 5. razredu kot tudi v 7. razredu OŠ, vendar pa je dejanska izvedba vsebin, vezanih na keramiko, precej odvisna tako od učitelja kot izvedbenih pogojev na osnovnih šolah. Z vključevanjem oblikovanja gline in izdelovanja keramike učenci krepijo občutek za razporejanje oblik v tridimenzionalnem prostoru, razvijajo motorične spretnosti ter spoznavajo likovne tehnike in z njimi povezane pojme. Za tehnike oblikovanja, žganje in okraševanje so potrebna nekatera splošna znanja kot tudi določena specifična znanja, ki jih likovni pedagog pridobi skozi izobraževanje in/ali lastno raziskovanje. Za področje oblikovanja keramike so poleg poznavanja postopkov potrebni tudi materialni pogoji, kot so orodja, materiali in prostorske prilagoditve, ki lahko predstavljajo velik finančni zalogaj in se lahko od šole do šole močno razlikujejo. Empirični del magistrskega dela vsebuje analizo odgovorov, ki sem jih pridobila z izvedbo raziskave, ki se navezuje na izkušnje pedagogov z vključevanjem vsebin s področja keramike in oblikovanja gline pri predmetu LUM. Na anketni vprašalnik so odgovarjali učitelji slovenskih osnovnih šol, ki v 5. razredu ali na višji stopnji poučujejo likovno umetnost. Izkušnje pedagogov z izvajanjem vsebin vezanih na keramiko, njihove ocene lastne kompetentnosti za na področju oblikovanja gline, ter mnenja o pogojih za izvajanje teh vsebin na šoli sem predstavila in primerjala z izkušnjami učiteljev po svetu, ki so jih v svojih raziskavah predstavili različni avtorji. Raziskava omogoča pregled stanja na področju keramike v slovenskih osnovnih šolah.

Language:Slovenian
Keywords:kiparstvo pri likovni umetnosti
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2020
COBISS.SI-ID:28353027 Link is opened in a new window
Views:38
Downloads:6
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Secondary language

Language:English
Title:Teachers' experience with the inclusion of ceramics in fine arts class
Abstract:
This master's thesis deals with the field of sculpture, more precisely with ceramics, as a part of the subject of fine arts in Slovenian primary schools. The curriculum (UN za likovno vzgojo, 2011) for subject in primary education in which are included pupils from year 5 or 6 – 14 or 15, divides the subject of fine arts into two areas – two-dimensional art forms (painting, drawing, graphics, graphic design) and three-dimensional design (sculpture, architecture). This master's thesis focuses on the field of sculpture. Clay is one of the most frequently used sculptural materials in the first years of primary school education, as the projects are most easily produced with soft sculpture materials. In the upper grades students also encounter other, more complex ways of shaping and processing clay, including making of ceramics. The curriculum for fine arts in Slovenian primary schools (UN za likovno vzgojo, 2011) envisages the making of ceramics in both 5th and 7th grade of primary school education, but the actual implementation of teaching contents related to ceramics depends on the teacher, as well as the conditions in primary schools. Design, firing and decorating techniques require both general and specific knowledge, which the art teacher acquires through education and/or his own research. In addition to knowledge of procedures in the field of ceramics design, material conditions such as tools, materials and spatial adjustments have to be met; these conditions represent a large financial burden and can vary greatly from school to school. The research, presented in the second part of thesis, was conducted among the fine arts teachers in Slovenian primary schools, with the intention of finding out what is the practice of including ceramics and clay design into the class of fine arts. Furthermore, I was interested in the general spatial conditions in Slovenian schools; which conditions hinder, limit, or encourage teachers to implement teaching content in the field of clay and ceramics design.

Keywords:sculpture in fine arts

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