Razumevanje podobnosti zgradbe likovnega in besednega (slovenskega) jezika učencev 9. razreda : magistrsko delo

Tomažin, Petra (avtor), Selan, Jurij (mentor), Verčič, Dejan (komentor)

Medpredmetno povezovanje likovne umetnosti in slovenščine ponavadi poteka na ravni književnosti, ne pa tudi na ravni slovničnega dela. V magistrskem delu sem zato raziskovala povezavo likovne umetnosti s slovničnim delom pri slovenščini. V teoretičnem delu sem predmeta povezala na področju strukture obeh jezikov. Pri obeh predmetih velja, da jezik (tako slovenski kot likovni) delimo na jezikovne ravnine – pri likovnem so to fotološka, morfološka, sintaktična in semantična, pri slovenščini pa fonološka, oblikoslovna, skladenjska in pomenska. V magistrskem delu sem natančneje opredelila zgoraj omenjene pojme ter jih povezala z učnim načrtom predmetov likovna umetnost in slovenščina, in sicer za 9. razred osnovne šole. Izpostavila sem cilje, ki jih oba učna načrta določata, in poskušala poiskati skupni imenovalec obeh. Kot raziskovalni pristop sem uporabila teoretično raziskavo z metodo študija literature. V empiričnem delu raziskave je bil moj cilj ugotoviti, kako učenci 9. razreda razumejo podobnosti med gradnjo k vedno bolj kompleksnim strukturam v likovnem jeziku in gradnjo k vedno bolj kompleksnim strukturam v slovenskem jeziku. Povezavo sem izpeljala z medpredmetno učno uro na konkretni nalogi: iz enot brez pomena artikuliramo enote s pomenom – temeljne likovne prvine artikulirajo oblike in likovne spremenljivke/iz črk tvorimo besede (omejila sem se na polnopomenske besede); pomenske enote kombiniramo v »izrazne« strukture: iz oblik in likovnih spremenljivk artikuliramo likovni prostor in kompozicijo/iz besed sestavimo stavek in poved (S-sestava); strukturam, ki jih dobimo, dodamo semantični element: doživljanje likovnega dela (= likovna umetnost)/iz slovnice vstopimo v besedno umetnost. Zanimalo me je, kako učenci povezavo razumejo in jo znajo razložiti. Z raziskavo želim osvetliti jezikovni vidik medpredmetne povezave med likovno umetnostjo in slovenščino. Menim, da bo podrobna analiza v pomoč učiteljem in avtorjem učnih načrtov, saj do sedaj nisem zasledila sistematičnega pogleda in podajanja smernic za izvedbo medpredmetne učne ure likovne umetnosti in slovničnega dela slovenščine.

• Jezik: Slovenski jezik
• Ključne besede: jezikovne ravnine, slovenščina, medpredmetna povezava, učni načrt
• Vrsta gradiva: Magistrsko delo
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [P. Shrestha]
• Leto izida: 2015
• Št. strani: IV, 89 str.
• PID: 20.500.12556/RUL-73271
• UDK: 73:373.3(043.2)
• COBISS.SI-ID: 10777929
• Datum objave v RUL: 31.10.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Comprehension of structure similarities between art and verbal (Slovene) language at ninth graders

Izvleček

Cross-curricular approach to visual arts and Slovene classes usually takes place at a literature level and not at a grammar level. My research therefore addressed the linking of both subjects, visual arts and Slovene, more precisely Slovene grammar. The theoretical part of this master’s thesis presents the structural link of both languages. It applies to both subjects that languages (Slovene as well as art language) are divided in language fields – regarding art language these are photology, morphology, syntax, and semantics. Regarding verbal (Slovene) these are phonology, morphology, syntax, and semantics. The master’s thesis defines the above listed concepts into detail and links them with the visual arts and Slovene curriculum for ninth grade of elementary school (age 14 years). Goals that are defined by both curriculums were brought into focus and a common denominator was looked for. The research approach was a theoretical study with the method of reviewing literature. The aim of the empirical part of the thesis was to find out how ninth grade students comprehend the similarities between increasingly complex structures in art language and increasingly complex structures in Slovene. This cross curriculum approach was carried out in class undertaking a specific task: units with no meaning are articulated into units with meaning – basic art elements articulate forms and art variables/letters are formed into words (only full words were considered); units with meaning are combined into “expressive” structures: forms and art variables are articulated into art space and composition/words are formed into sentences and clauses (S-structure). The structures obtained are given a semantic element: experiencing the work of art (=visual arts)/moving from grammar to word art. My interest was in how students comprehend the connection and if they can explain it. The research aims to highlight the linguistic aspect of the cross-curriculum approach to visual arts and Slovene classes. In my opinion, teachers and curriculum authors will benefit from this detailed analysis since, so far, I have not come across any systematic approach and set of guidelines for carrying out visual arts and Slovene grammar cross curriculum classes.

• Ključne besede: language fields