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Vloga sodobne likovne umetnosti pri razvijanju likovne ustvarjalnosti in ekološke osveščenosti pri učencih drugega vzgojno-izobraževalnega obdobja
Krašovec, Bojana (Author), Duh, Matjaž (Mentor) More about this mentor... This link opens in a new window, Vogrinc, Janez (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3587/ This link opens in a new window

Abstract
V družbi se vse bolj spodbuja težnja do varovanja okolja, povečuje se nabor okoljevarstvenih vprašanj in problemov. Da lahko ustrezno ukrepamo, moramo imeti potrebna znanja, ki jih odrasli lažje pridobimo preko medijev, literature, izobraževanj ipd. kot otroci, ki tovrstno zavest razvijajo preko vzgoje, tako doma kot v osnovni šoli. Učitelji, ki učence usmerjajo in spodbujajo njihovo občutljivost in kritičnost do lastnega okolja, so velikokrat v dilemi, na kakšen način naj to storijo. Pouk likovne umetnosti dopušča različne možnosti in prostor, kjer pri učencih lahko postopoma razvijamo ekološko ozaveščenost. Pri tem si lahko uspešno pomagamo z vključevanjem sodobne likovne umetnosti v pouk likovne umetnosti. Z ustrezno izbranimi umetniki, umetniškimi deli skozi lastno likovno dejavnost lahko učencem predstavimo določeno ekološko problematiko. Učenci, ki se bodo na to čustveno odzivali, bodo razvijali ekološko zavest, tovrstne izkušnje čim bolj ozavestili in ponotranjili ter s tem krepili svojo ekološko zavest. Ob upoštevanju faz ustvarjalnega procesa pri likovni umetnosti učencem omogočamo realizacijo njihovih ustvarjalnih idej, razvijamo in spodbujamo njihove likovne sposobnosti. V magistrski nalogi smo preizkusili, v kolikšni meri in na kakšen način lahko s sodobno umetnostjo, ki temelji na ekoloških temah in sporočilih, spodbujamo likovnoustvarjalni in likovnooblikovni razvoj pri petošolcih. Vsebine, ki obravnavajo vprašanja o ekologiji, smo vključevali v pouk likovne umetnosti pri običajnih pogojih pouka. Razvijali smo dejavnike za likovnoustvarjalni in likovnooblikovni razvoj v eksperimentalni skupini ter jih merili s pomočjo testa LV2, poznanega pod imenom Štiri risbe. Rezultate smo primerjali z rezultati testa kontrolne skupine, pri čemer so bili učenci eksperimentalne skupine v veliki prednosti pred učenci kontrolne skupine. Zagotovili smo, da so vse vsebine, ki smo jih vključevali v pouk likovne umetnosti, temeljile na medpredmetnem povezovanju. Pri tem smo upoštevali zakonitosti likovno didaktične stroke ter na nevsiljiv način pri učencih razvijali spoštovanje lastne osebnosti, okolja in drugih. Tovrsten način poučevanja je manj zastopan v zgodnjem izobraževanju osnovne šole. Z izsledki raziskovanja in oblikovanimi predlogi za pripravo učnih vsebin lahko pripomoremo k izboljšavi likovno pedagoške prakse. Raziskava kaže, kako vključevanje ekoloških vsebin v stalno prakso pouka likovne umetnosti razvija likovnoustvarjalni in likovnooblikovni razvoj ter ekološko zavest pri učencih. S tem potrjujemo teoretična izhodišča likovne didaktike ter jih krepimo s sodobnejšimi spoznanji in rezultati, ki kakovostno doprinašajo k sodobni likovni didaktiki.

Language:Slovenian
Keywords:predmet likovna umetnost v osnovni šoli
Work type:Master's thesis (m2)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2016
COBISS.SI-ID:11096649 Link is opened in a new window
Views:713
Downloads:148
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Secondary language

Language:English
Title:Role of contemporary visual art in developing artistic creativity and environmental awareness among pupils of second educational period
Abstract:
Society increasingly encourages the tendency to protect the environment; the range of environmental issues and problems is expanding. To be able to take appropriate action, we need to have the necessary knowledge, which adults obtain more easily (through media, literature, education and the like) than children who develop such awareness through education, both at home and at primary school. Teachers who guide students and encourage their sensitivity and criticism of their own environment are often in a dilemma on how to do so. Art classes provide various possibilities and a space where pupils can gradually develop environmental awareness. In doing so, we can successfully help them by including contemporary art in art classes. Using carefully selected artists and works of art as well as students' own artistic activity, we can present certain ecological issues to students. Those who react with an emotional response will develop environmental awareness; they will strengthen their environmental awareness by embracing and internalizing this kind of experience as much as possible. By taking into account the phases of the creative process in art, we enable students to bring their creative ideas to life, we develop and promote their artistic skills. In this master thesis we tested to what extent and in what way can contemporary art based on ecological topics and messages encourage artistic creativity and artistic design of fifth grade pupils. We included content dealing with ecological issues in art class under normal teaching conditions. We developed artistic creativity and artistic design factors in the experimental group and measured them by using the LV2 test, known as the Four drawings. The results were compared with test results of the control group. The comparison showed that the students in the experimental group were more environmentally aware than the students in the control group. We ensured that all content included in the art class was based on interdisciplinary integration. In doing so, we took into account the principles of the art teaching profession and developed the students' respect for one's personality, environment and others in a discrete way. This method of teaching is not very common in early education in primary school. The results of the survey and the proposals for preparation of learning content can contribute to the improvement of art pedagogy practices. The study shows how the integration of environmental issues as a permanent part in the practice of teaching art develops artistic creativity and artistic design and environmental awareness among students. With this we confirm the theoretical bases of art didactics and strengthen them with modern findings and results that contribute to the quality of contemporary art didactics.

Keywords:art as a subject in primary school

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