Your browser does not allow JavaScript!
JavaScript is necessary for the proper functioning of this website. Please enable JavaScript or use a modern browser.
Open Science Slovenia
Open Science
DiKUL
slv
|
eng
Search
Browse
New in RUL
About RUL
In numbers
Help
Sign in
Pomen procesa učenja in poučevanja likovne vzgoje pri vrednotenju znanja
ID
Tomšič Čerkez, Beatriz
(
Author
)
URL - Presentation file, Visit
http://pefprints.pef.uni-lj.si/2181/
Image galllery
Abstract
Prispevek predstavlja diskusijo o pomenu procesa učenja in poučevanja likovne vzgoje v luči obče sprejetih načinov sestavljanja kriterijev za vrednotenje dosežkov učencev. Postavlja ključna vpraša - nja: Kako naj likovna vzgoja ostane ustvarjalna, inovativna in eksperimentalna, če istočasno pouču - jemo za odlične rezultate na testih in vrednotimo ter ocenjujemo na podlagi ocenjevalnih procesov, ki so umetniškemu izražanju v bistvu tuji? Ali »objektivno« vrednotenje na podlagi kriterijev, ki upo - števajo tehnične aspekte izvedbe likovnih nalog (rešitev likovnega problema in zmožnost besednega opisovanja likovnih pojmov, izvedba likovne tehnike, izvedba likovnega motiva, odzivnost in uspe - šnost na posameznem likovnem področju), dejansko odraža odnos med poučevanjem in učenjem ter ključnimi cilji likovne vzgoje? Ključne cilje dosegamo pri likovni vzgoji v večplastnem procesu pridobivanja »znanja«, z razvijanjem različnih strategij mišljenja, s povezovanjem teorije s prakso, s sposobnostjo samostojnega, ustvarjal - nega in kritičnega mišljenja ter presojanja. Likovna vzgoja se ne konča z oceno, ampak s prepoznava - njem izkušenj, ki učijo gledati in videti, kodirati in dekodirati, biti kritični in odgovorni uporabniki ter ustvarjalci likovno vizualnega sveta. Te kompleksne izkušnje težko izmerimo zgolj na podlagi lestvic, ki uporabljajo (večpomenske) verbalne kategorije in standardizirajo podobo učenca pri dejavnosti, ki je namenjena ravno nasprotnemu: izražanju tistega, kar vsak ima posebnega, na likovni način. Zato je treba med drugim uravnotežiti pomembnost vzgojnih in izobraževalnih komponent procesa učenja in poučevanja ter stalno osveževati zmožnost občutljivega »branja« učenčevih likovnih izdelkov. V procesu vrednotenja in ocenjevanja je pomembno, da ne pozabimo, zakaj učimo likovno vzgojo oz. se sami ukvarjamo z likovnim izražanjem. Umetniško izražanje je dejavnost, ki nas bogati, v nas razvija ustvarjalnost, vedoželjnost, duhovnost in zavest o osebnem kompromisu s svetom, v katerem živimo. Če poučujemo ta predmet, to počnemo zato, ker želimo deliti te izkušnje z našimi učenci, dijaki in študenti. Poučujemo, da s prenašanjem znanja predlagamo, kako najti poti k reševanju pro - blemov, in ker verjamemo, da so vsi ti procesi pot za osebno in družbeno rast kljub zahtevi po eno - pomenski zaključni oceni.
Language:
Unknown
Keywords:
likovna vzgoja
Work type:
Not categorized
Organization:
PEF - Faculty of Education
Publisher:
Zavod RS za šolstvo
Year:
2012
Number of pages:
125-133
PID:
20.500.12556/RUL-69338
Publication date in RUL:
10.07.2015
Views:
1460
Downloads:
120
Metadata:
Cite this work
Plain text
BibTeX
EndNote XML
EndNote/Refer
RIS
ABNT
ACM Ref
AMA
APA
Chicago 17th Author-Date
Harvard
IEEE
ISO 690
MLA
Vancouver
:
Copy citation
Share:
Secondary language
Language:
Unknown
Abstract:
This paper presents a discussion on the importance of the teaching and learning process of art edu - cation in the light of the widely accepted criteria for evaluation of student performance. It raises key questions: How can art education remain creative, innovative and experimental, if we teach for excellent results in tests and evaluate students’ work on the basis of assessment processes that are essentially foreign to artistic expression? Do »objective« evaluations based on criteria that take into account the technical aspects of art tasks (solution of a theoretical problem and verbal ability to de -scribe concepts, performance at art techniques, design of the artistic motif, responsiveness and per - formance in a particular field of art) actually reflect the relationship between teaching and learning and the key objectives of art education? Key objectives are achieved in art education in a multi-layered process of acquiring «knowledge», by developing various strategies of thinking, linking theory with practice, with independent, creative and critical thinking and judging. Art education does not end with the assessment, but by identifying how to learn to watch and see, to encode and decode and to be critical users and creators of our visual world. These complex experiences are difficult to measure solely on the basis of scales with (polyse - mous) verbal categories, creating a standardized image of the learner in an activity that is intended to mean just the opposite, expressing what is special in an artistic way. It is therefore necessary to balance the importance of including the education and training components of the process of lear - ning and teaching and the ability to constantly refresh sensitive »reading« of students ’ art products. In the process of evaluation and assessment it is important to remember why we teach art education and why we deal with artistic expression. Artistic expression is an activity that enriches us in deve -loping our creativity, curiosity, spirituality and awareness of personal compromise with the world in which we live. If we teach this subject is because we want to share this experience with our pupils and students. We teach through knowledge transfer, we suggest how to find a way to solve problems, and also because we believe that all these processes are ways to personal and social growth, despite the unequivocal request for final assessment.
Keywords:
art education
Similar documents
Similar works from RUL:
Similar works from other Slovenian collections:
Back