Digitalne zgodbe pri likovni umetnosti v osnovni šoli

Novak Trobentar, Petra (author), Tomšič Čerkez, Beatriz Gabriela (mentor), Nančovska Šerbec, Irena (co-mentor)

V magistrskem delu opisujem uporabo metode digitalnega pripovedovanja zgodb pri pouku likovne umetnosti. Digitalna zgodba, ki je postavljena v kontekst poučevanja, je posebna oblika večpredstavnega gradiva, v katerem so prepleteni statična in dinamična slika, napisano in izgovorjeno besedilo. V teoretičnem delu omenjam motivacijo pri pouku likovne umetnosti. Pojasnjujem učenje s kognitivno teorijo multimedijskega učenja in opisujem stanje pri uporabi informacijske tehnologije v slovenskem merilu. Opisujem, kako izdelati digitalno zgodbo, ki je nazorna in ilustrira likovne pojme ter postopke pri pouku likovne umetnosti. V empiričnem delu opisujem raziskavo, ki sem jo izvedla med poukom likovne umetnosti na treh osnovnih šolah. V sedmem razredu sem obravnavala likovni problem kompozicije v likovnem delu, v osmem razredu pa likovni problem količinskega barvnega nasprotja. Med učenci dveh sedmih in dveh osmih razredov, ki so sestavljali eksperimentalno skupino, sem uporabila učno metodo digitalnega pripovedovanja zgodbe. Med učenci drugih dveh sedmih in dveh osmih razredov, torej v kontrolni skupini, pa sem iste likovne vsebine izpeljala s klasično metodo poučevanja. Učenci sedmih in osmih razredov, ki so bili vključeni v raziskavo, so izdelali likovni izdelek, naslednji teden pa reševali pisni preizkus znanja. Iz rezultatov sem razbrala, ali so učenci z učiteljevo uporabo učne metode digitalnega pripovedovanja osvojili višje taksonomske ravni znanja, ki se nanašajo na likovne pojme v primerjavi z učenci, ki so bili deležni učiteljeve klasične uporabe učne metode razlage. Trije učitelji likovne umetnosti so po končanih likovnih nalogah ugotavljali, kako so učenci osvojeno znanje likovnih pojmov uporabili na svojih likovnih izdelkih. Ocenili so jih po kriterijih vrednotenja, ki so izhajali iz razumevanja likovnih pojmov na učenčevih likovnih izdelkih. Zatem so učenci iz eksperimentalne skupine izpolnili anketni vprašalnik, v katerem so izrazili svoje mnenje o učiteljevi uporabi učne metode digitalnega pripovedovanja zgodb. Na koncu predstavim svoje lastne primere dobre prakse uporabe informacijske tehnologije pri pouku likovne umetnosti.

• Language: Slovenian
• Keywords: Nazornost
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-86816
• COBISS.SI-ID: 11288905
• Publication date in RUL: 05.09.2017

Secondary language

• Language: English
• Title: Digital storytelling in art education at elementary school

Abstract

In my Master’s thesis I deal with the method of digital storytelling in art classes. A digital story which is placed in the context of teaching is a special form of multimedia material in which static and dynamic pictures, written and spoken texts are all intertwined. The theoretical part I write of motivation in teaching art at school. I explain what is learnt by the cognitive theory of multimedia teaching and describe the condition when information technology is used in Slovenia. Furthermore, I describe how to create a digital story that is clear to the students and illustrates art concepts and procedures when teaching art. What is more, in the empirical part I describe my activity research which I have performed at my art lessons in three different schools. In the seventh grade class I dealt with the problem of composition in a visual work of art in the field of drawing. In the eighth grade I dealt with the visual problem of the amount of colour contrast in the field of painting. Among students of two seventh and two eighth grades, which were experimental groups, I used the teaching method of digital storytelling. In the other two seventh and eighth grades, which were control groups, I carried out the same teaching contents by the classical teaching method. Therefore, all the students taking part in the research created an art product and the following week took a written examination. On the basis of the results I have been able to conclude whether the students have achieved higher taxonomy levels of knowledge of art concepts due to the use of digital storytelling method in comparison to the students who were taught by the classical teaching method. To conclude, after the tasks were completed three of art teachers assessed the students’ knowledge of art concepts in their art products and tests. They evaluated them according to the predefined criteria of evaluation derived from the understanding of art concepts in their art products. Afterwards the students of the experimental group were given a questionnaire, and so they were able to express their opinion on the use of the teaching method of digital storytelling. In the last part of my thesis I present my own examples of good school practice of information technology used in art education.

• Keywords: Explicit instruction