Odnos vzgojiteljev do likovne motivike pri likovnih dejavnostih v vrtcu

Prosen, Lucija (author), Podobnik, Uršula (mentor)

Skozi zgodovino so se razvili različni motivi, ki jih poznamo še danes. V prvem delu diplomske naloge sem jih opisala in pojasnila njihovo zgodovino in razvoj. Nato pa sem se osredotočila na likovno motiviko v vrtcu. Ob načrtovanju likovnih dejavnosti v vrtcu vzgojitelji otrokom želimo ponuditi čim bolj različne in pestre dejavnosti, preko katerih otroci razvijajo svoje umetniške sposobnosti, grafomotoriko, smisel za oblikovanje in prostor. Likovne dejavnosti jim nudijo lepe priložnosti za izražanje z barvani, oblikami in materiali. Pomembno pa je, da pri načrtovanih likovnih dejavnostih vzgojitelji pozorno izbiramo različno motiviko glede na otrokovo razvojno stopnjo. Mnogokrat lahko opazimo, da se likovni motivi pri likovnih dejavnostih v vrtcu ponavljajo in da otrokom ne nudimo pestrega nabora motivov, ampak zgolj ponavljamo že ustaljene in preizkušene motive. V empiričnem delu diplomske naloge me je zato zanimalo, kakšen odnos imajo vzgojitelji do načrtovanja likovnih motivov in na kakšen način se zanje odločajo. Raziskovala sem katere so tiste likovne motivike, ki se v vrtcih pojavljajo najpogosteje in zakaj se določeni motivi pojavljajo večkrat, drugi pa ne. Najbolj pogosti so sicer motivi, ki so povezani z letnimi časi, živalski motivi, tihožitje, motivi figure in portreta ter tudi krajina in fantazijski motiv. Zanimalo me je tudi, kako povezujejo likovne motive ter likovne tehnike. Največkrat si vzgojitelji/ce izbirajo tehniko risanja in slikanja, zatem kiparjenja, ne glede na izpostavljen motiv. Izstopa le interier, pri katerem je v nasprotju z ostalimi motivi, najbolj pogosta tehnika oblikovanja prostora. Motivi, ki so redkejši in manj priljubljeni so krvavi in srhljivi dogodki, ki pri otrocih vzbujajo strah ali tesnobo, naštele pa so tudi religiozne motive. Motivi, ki jih izpostavljajo večkrat letno so figura in portret, motivi narave in motivi, ki so vezani na letne čase. S tem vzgojiteljice želijo preveriti napredovanje otrok ali pa jih večkrat izpostavijo zato, ker so ti motivi otrokom blizu. Večina vzgojiteljic v načrtovanje vključuje tudi dejavnosti brez v naprej načrtovanega motiva, ne glede na starost otrok.

• Language: Slovenian
• Keywords: likovni motiv
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-140731
• COBISS.SI-ID: 121460739
• Publication date in RUL: 27.09.2022

Secondary language

• Language: English
• Title: Preschool teachers’ attitude towards art subjects in art techniques in kindergarten

Abstract

Various motif have developed throughout history that are still known to us. They are described in the first part of my diploma and their history and development are also explained. Next, I focused on art motifs in pre-school. While designing art activities preschool teachers strive to offer a variety of activities to develop children’s art skills, fine motor skills, spatial awareness and design sense. Art activities give opportunity to express oneself using colours, shapes and materials. It is of utmost importance for teachers to choose motifs according to children’s development stage. It is often the case that art motifs in pre-school art activities are repetitive, lacking in variety, too tried and tested. In the empirical part of my work I therefore concentrated on the teachers’ attitude to art motifs and to the process of choosing them. I explored which art subjects are chosen most frequently and the reason why some motifs appear more often than others. The most commonly used are motifs related to the seasons, animals, still life, figure, portrait, landscape and fantasy. I was also interested in the way the subjects are connected to techniques. Teachers most often choose drawing, painting and sculpture regardless of the motif. The only exception is the interior which is usually associated to the spatial design technique. The least frequently used motifs are scary things and situations involving blood because they make children anxious. Religious subjects are also rarely chosen. The subjects that are used several times a year include figure, portrait, nature and seasons. The goal of reusing the same motif is to assess children’s progress but sometimes it is done just because children love it. Most teachers also design activities without a planned motif regardless of children’s age.

• Keywords: art motif