Kurikularna prenova slovenske likovne vzgoje v osnovni šoli z vidika nekaterih sestavin evropske kompetence kulturne zavesti in izražanja

Bračun Sova, Rajka (author), Kemperl, Metoda (author)

Eno izmed pomembnih izhodišč zadnje kurikularne prenove v Sloveniji, ki je zajela sistemska vprašanja vzgoje in izobraževanja (Bela knjiga, 2011) in učne načrte za obvezne predmete v osnovni šoli, je dejstvo, da je Slovenija integrirana v Evropo, zato naj bi v vzgojo in izobraževanje vključili tudi razvijanje temeljnih evropskih kompetenc. Ena teh je kulturna zavest in izražanje, ki je bila pri nas do zdaj predmet obravnave bolj v okviru kulturne kot pa šolske politike. Namen prispevka je kritično analizirati kurikularno prenovo likovne vzgoje, v okviru katere se z vidika nekaterih sestavin kompetence kulturne zavesti in izražanja predvideva, da učenec usvoji znanje o likovni umetnosti, razvije zmožnost doživljanja likovnih umetnin in oblikuje ustvarjalen odnos do likovne umetnosti in (umetnostne) dediščine. Ker je izhodišče in cilj kurikularnega spreminjanja kurikulum, sva pri analizi izhajali iz teorij kurikuluma in ne likovnopedagoških teorij, ki so pretežno okvirjale dozdajšnje poskuse analize kurikuluma. Kritičen razmislek o kurikularni prenovi likovne vzgoje v osnovni šoli z vidika nekaterih sestavin kompetence kulturne zavesti in izražanja sva tako naredili s primerjavo učnih načrtov na področju umetnosti oziroma estetske vzgoje, in sicer sva likovno vzgojo primerjali z glasbeno vzgojo in s književnostjo v okviru slovenščine. Kvalitativna analiza je pokazala, da učni načrt za likovno vzgojo kljub prenovi ne udejanja izbranih sestavin kompetence kulturne zavesti in izražanja, vzroke pa gre pripisati predvsem njegovi konceptualni strukturiranosti. Likovna vzgoja se osredotoča na likovno ustvarjanje, spoznavanje likovne umetnosti pa je zanemarjeno področje. Združevanje predmetov na področju umetnosti v šoli, ki ga predlaga Bela knjiga, zaradi obstoječega modela likovne vzgoje niti ni mogoče, analiza pa je s praktičnega vidika odprla tudi vprašanje znanja in kompetenc učiteljev.

• Language: Unknown
• Keywords: kurikularna prenova
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Publisher: University of Ljubljana, Faculty of Education
• Year: 2012
• Number of pages: 71-91
• Numbering: 2
• PID: 20.500.12556/RUL-68265
• ISSN: 1855-9719
• Publication date in RUL: 10.07.2015

Secondary language

• Language: Unknown
• Title: The curricular reform of art education in primary school in Slovenia in terms of certain components of the European competence of cultural awareness and expression

Abstract

One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage. Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obvious neglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.

• Keywords: curricular reform