Stališča učiteljev, staršev in učencev do kakovosti likovnega pouka v osnovni šoli : magistrsko delo

Stropnik, Pavlina (author), Selan, Jurij (mentor)

Prvi del magistrskega dela je posvečen predstavitvi razvoja likovnega pouka od zgodnjih oblik poučevanja risanja, preko socialističnega obdobja do sodobnih reform, ki uvajajo interdisciplinarne pristope, digitalne tehnologije in pomen kulturne identitete. Nadalje so predstavljeni še kurikulum in učni načrti, cilji in metode pouka, učiteljeve kompetence, pomen diferenciacije ter različni pristopi k preverjanju in ocenjevanju znanja. Poseben poudarek teoretičnega dela naloge je na vlogi učitelja kot strokovnjaka, ki s svojimi kompetencami ustvarja spodbudno učno okolje za razvoj ustvarjalnosti, kritičnega mišljenja in vizualne pismenosti. Osrednji del magistrskega dela pa predstavlja analiza dejavnikov, ki vplivajo na kakovost likovnega pouka, in sicer skozi perspektivo učiteljev, učencev in staršev. Izvedena anketa in intervju sta pokazala, da učitelji, učenci in starši različno vrednotijo dejavnike kakovosti likovnega pouka. Učitelji poudarjajo zlasti svojo lastno vlogo in pogoje za delo ter likovni pouk prepoznavajo kot ključen element otrokovega celostnega razvoja, hkrati pa opozarjajo na časovne in materialne omejitve. Tudi starši so mnenja, da h kakovosti likovnega pouka največ doprinesejo prav učiteljeve kompetence, vendar pa likovnemu pouku ne pripisujejo pomembne vloge (v primerjavi z drugimi šolskimi predmeti). Učenci kakovosten likovni pouk povezujejo zlasti z razpoložljivim materialom, časovno razpoložljivostjo (število ur) in učiteljevimi kompetencami. Likovni pouk prepoznavajo kot sproščujoč in ustvarjalen predmet, želijo pa si zlasti več praktičnega dela. Izvedena raziskava torej opozarja, da je kakovosten likovni pouk rezultat več dejavnikov. Osrednjo vlogo pri tem nosi učitelj, vendar njegova funkcija ne pride do izraza brez ustreznih metod, individualizacije, transparentnega ocenjevanja in sodelovanja s starši. Prav tako pa je za izvedbo kakovostnega likovnega pouka potrebna tudi ustrezna oprema in dovolj razpoložljivega časa.

• Language: Slovenian
• Keywords: Likovna vzgoja in izobraževanje, kakovost likovnega pouka, učiteljeve kompetence, stališča učitelja, stališča staršev, stališča učencev, ocenjevanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Celje [i. e. Ljubljana]
• Publisher: P. Stropnik
• Year: 2025
• Number of pages: 58 str.
• PID: 20.500.12556/RUL-174376
• UDC: 37.015.31:7(043.2)
• COBISS.SI-ID: 251426563
• Publication date in RUL: 01.10.2025

Secondary language

• Language: English
• Title: Attitudes of teachers, parents, and primary students toward the quality of visual arts lessons in primary school

Abstract

The first part of the master's thesis is dedicated to the presentation of the development of art education from the early forms of teaching drawing, through the socialist period, to modern reforms that introduce interdisciplinary approaches, digital technologies and the importance of cultural identity. Furthermore, the curriculum and lesson plans, teaching goals and methods, teacher competencies, the importance of differentiation and different approaches to checking and evaluating knowledge are presented. The special emphasis of the theoretical part of the assignment is on the role of the teacher as an expert, who with his competences creates a stimulating learning environment for the development of creativity, critical opinion and visual literacy. The central part of the master's work presents an analysis of the factors that influence the quality of art lessons from the perspective of teachers, students and parents. The conducted survey and interview showed that teachers, students and parents value the quality factors of art lessons differently. Teachers especially emphasize their own role and working conditions, and recognize art lessons as a key element of a child's holistic development, while at the same time pointing out time and material limitations. Parents are also of the opinion that the teacher's competence contributes the most to the quality of art lessons, but they do not attribute an important role to art lessons (compared to other school subjects). Students associate high-quality art lessons especially with the available material, time availability (number of hours) and the teacher's competence. They recognize art classes as a relaxing and creative subject, but they especially want more practical work. The conducted research therefore points out that quality art lessons are the result of several factors. The teacher plays a central role in this, but his function cannot be expressed without appropriate methods, individualization, transparent assessment and cooperation with parents. In addition, adequate equipment and sufficient available time are also necessary for the implementation of high-quality art lessons.

• Keywords: Quality of art lessons, teacher's competence, teacher's attitudes, parents' attitudes, students' attitudes, assessment