ǂThe ǂfunction of museum pedagogy in the development of artistic appreciation

Abstract

Contemporary museum pedagogy is located spatially in museums and galleries, which represent an authentic space for art. Artistic artefacts on display constitute an excellent basis for the development of art appreciation among children and young people. This means that the role of museum educators is not limited merely to classification, managing and presentation of art collections, but is also focused on in-depth educational work. Museum pedagogy must follow the guidelines of contemporary art-pedagogical practice, based on the development of productive and receptive skills among pupils and students. The simultaneous development of both skills is a prerequisite for discussing the development of artistic abilities. In the perception and reception of works of art, participants reach their own individual artistic interpretations of the given works of art. The method of aesthetic transfer emerges as the most appropriate didactic approach.

Keywords

museum pedagogy;perception;reception;art appreciation;creative artwork;

Data

Language:	English
Year of publishing:	2015
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
UDC:	37.015.31:069:73/76
COBISS:	21851656
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	1413
Downloads:	115
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Muzejska pedagogika v funkciji razvijanja likovne apreciacije
Secondary abstract:	Sodobna muzejska pedagogika, kot jo poznamo danes, je prostorsko umeščena v muzeje in galerije, ki predstavljajo avtentičen prostor umetnosti. Razstavljeni umetniški artefakti predstavljajo kakovostno osnovo za razvijanje likovne apreciacije otrok in mladine. To pomeni, da vloga muzejskih pedagogov ni omejena zgolj na razvrščanje, upravljanje in predstavitve umetniških zbirk, temveč se osredotoča tudi na poglobljeno vzgojno- izobraževalno delo. Muzejska pedagogika mora slediti smernicam sodobne likovnopedagoške prakse, ki temelji na razvoju produktivnih in receptivnih sposobnosti učencev in dijakov. Sočasen razvoj obeh sposobnosti je predpogoj, da lahko govorimo o razvoju likovnih sposobnosti. Ob percepciji in recepciji umetniških del lahko udeleženci učnega procesa pridejo do individualnih likovnih reinterpretacij obravnavanih umetniških del. Kot primeren didaktični pristop se pri tem kaže metoda estetskega transferja.
Secondary keywords:	muzejska pedagogika;percepcija;recepcija;likovna apreciacija;likovno ustvarjanje;ne zaključna dela;Muzeji;Likovna vzgoja in izobraževanje;
URN:	URN:NBN:SI
Type (COBISS):	Article
Pages:	str. 87-101
Volume:	ǂLetn. ǂ8
Issue:	ǂšt. ǂ4
Chronology:	dec. 2015
ID:	10869804