Likovne naloge v medpredmetnih delovnih zvezkih za 2. razred osnovne šole

Tomšič, Špela (author), Tomšič Amon, Bea (mentor)

Likovna naloga je sestavljena iz likovnega problema, likovnega motiva in likovne tehnike. Učenci likovno nalogo rešujejo z uporabo različnih likovnih materialov in pripomočkov. Z likovnimi dejavnostmi se učenci prve triade srečujejo skoraj vsakodnevno. Likovne dejavnosti pa niso obravnavane le pri likovni umetnosti, temveč so lahko prisotne tudi pri ostalih učnih predmetih (matematika, slovenščina, glasbena umetnost in spoznavanje okolja). Likovne dejavnosti lahko najdemo tudi v delovnih zvezkih drugih učnih predmetov. Gre za naloge, ki od učencev zahtevajo, da podajo rešitev z likovnim izražanjem. Velikokrat pa te naloge nimajo ustreznega likovnega izhodišča in likovne kakovosti. Medpredmetno povezovanje likovne umetnosti z drugimi učnimi predmeti največkrat poteka motivno. V empiričnem delu smo s kvantitativno raziskavo in deskriptivno metodo ugotavljali število likovnih dejavnosti v medpredmetnih delovnih zvezkih za 2. razred osnovne šole, ki od učenca zahtevajo, da poda rešitev z likovnim izražanjem, ter to primerjali s številom nalog ostalih učnih predmetov. V nadaljevanju raziskave smo se osredotočili na analizo rešenih likovnih dejavnosti učencev 2. razreda iz prvega dela pogosto uporabljenega medpredmetnega delovnega zvezka. S podrobno analizo nalog smo poskušali odgovoriti na zastavljena raziskovalna vprašanja. Z raziskavo smo poskušali ugotoviti kakovost zastavljenih likovnih dejavnosti v medpredmetnih delovnih zvezkih in oblikovati predloge za izboljšanje tako likovnih dejavnosti kot tudi medpredmetnega povezovanja drugih učnih predmetov z likovno umetnostjo. Z raziskavo smo ugotovili, da je v izbranih medpredmetnih delovnih zvezkih za 2. razred osnovne šole zelo malo nalog, ki od učenca zahtevajo da rešitev poda z risanjem. Iz zbranih podatkov v raziskavi smo ugotovili tudi, da je večina likovnih dejavnosti v prvem delu izbranega medpredmetnega delovnega zvezka za 2. razred oblikovanih tako, da je motiv že podan. Prav tako smo ugotovili, da učenci pri nalogah, kjer je izbran motiv potrebno dorisati, ponujen motiv največkrat prerišejo. Tako se izgublja njihova ustvarjalnost. V raziskavi smo ugotovili tudi, da učenci pri reševanju likovnih dejavnosti uporabljajo le svinčnik in barvne svinčnike. Največkrat uporabijo kombinacijo obojega. Pri tem največkrat nastane kolorirana risba, kjer učenci motiv narišejo s svinčnikom in ga nato pobarvajo.

• Language: Slovenian
• Keywords: vizualizacija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-130983
• COBISS.SI-ID: 76864515
• Publication date in RUL: 13.10.2021

Secondary language

• Language: English
• Title: Art assignments in the cross-curricular workbooks for primary school grade 2

Abstract

The art task consists of an art problem, an art motif and, an art technique. Students solve an art task using different art materials and aids. The students of the first triad encounter art activities almost every day. However, art activities are not only discussed in fine arts but can also be present in other subjects (mathematics, Slovene, music art, and learning environment). Art activities can also be found in workbooks of other subjects. These are tasks that require students to provide a solution through artistic expression. Many times, however, these tasks do not have an appropriate artistic starting point and artistic quality. The cross-curricular integration of fine arts with other subjects is most often based on motifs. In the empirical part, by using quantitative research and the descriptive method, we were determining the number of art activities in cross-curricular workbooks for the 2nd grade of elementary school which require the student to provide a solution through artistic expression. Then, we compared this with the number of tasks in other subjects. In the continuation of the research, we focused on the analysis of solved art activities of the 2nd-grade students from the first part of the frequently used cross-curricular workbook. With a detailed analysis of the tasks, we tried to answer the research questions. We tried to determine the quality of set art activities in cross-curricular workbooks by the research and to formulate proposals for improving art activities and the cross-curricular integration of other subjects with fine arts. The research revealed that there are very few tasks in the selected cross-curricular workbooks for the 2nd grade of elementary school which require the student to give the solution by drawing. From the data collected in the research, we also ascertained that most of the art activities in the first part of the selected cross-curricular workbook for the 2nd grade are designed so that the motif is already given. We also ascertained that students most often redraw the offered motif in tasks where the chosen motif needs to be drawn additionally. Thus, their creativity is lost. The research also found that students use only a pencil and crayons in solving art activities. They most often use a combination of both. This usually results in a colored drawing where students draw the motif with a pencil and then color it.

• Keywords: visualization