magistrsko delo
Katja Žagar (Author), Beatriz Tomšič-Čerkez (Mentor)

Abstract

V magistrskem delu smo z izvedeno raziskavo ugotavljali, ali se pri pouku likovne umetnosti pri likovnem izražanju na različnih likovnih področjih, natančneje na področju slikanja, kiparstva in arhitekture, pojavljajo razlike v likovni ustvarjalnosti med učenkami in učenci petega razreda osnovne šole. V teoretičnem delu magistrske naloge smo opredelili, kaj je ustvarjalnost, vrste ustvarjalnosti, nato pa smo se osredotočili na opredelitev likovne ustvarjalnosti, saj je ključnega pomena v našem magistrskem delu. S pomočjo sheme didaktičnega trikotnika smo opisali, kako posamezni elementi (učitelj, učenec in učna vsebina) vplivajo na pouk likovne umetnosti in na ustvarjalnost. Opredelili smo tudi dejavnike likovne ustvarjalnosti in zapisali nekaj načinov, ki zavirajo oz. spodbujajo likovno ustvarjalnost učencev. Na koncu teoretičnega dela smo predstavili še štiri različne teorije, ki nam omogočajo razumevanje nastanka razlik med spoloma. V empiričnem delu smo uporabili kvalitativni pristop, in sicer smo izvedli akcijsko raziskavo, ki smo jo razčlenili na tri akcijske korake. Spremembe, ki smo jih vnašali, so se nanašale na tri različna področja likovnega ustvarjanja (slikanje, kiparstvo, arhitektura). Vsa opažanja med učno uro na posameznem likovnem področju smo zapisovali v raziskovalni dnevnik. Po vsaki izvedeni učni uri so sledili pregled, analiza, vrednotenje zbranih likovnih izdelkov in dnevniških zapisov. Kriteriji vrednotenja so izhajali iz načina uporabe likovnega jezika, doživljanja likovnega motiva in načina uporabe likovne tehnike. Na podlagi zbranih podatkov smo ugotavljali, ali obstajajo razlike v likovnem ustvarjanju deklic in dečkov v preučevani skupini. Vzorec je sestavljalo 37 učenk in učencev petih razredov osnovne šole. Pridobljeni rezultati so pokazali, da se med dečki in deklicami pojavljajo razlike v likovni ustvarjalnosti na različnih področjih likovnega ustvarjanja. Deklice so izkazale večji interes za ustvarjanje na področju slikanja, dečki pa na področju kiparstva. Poleg tega so se deklice vživele v ustvarjanje, če je bil motiv čustven, poetičen, ravno nasprotno so se dečki lažje vživeli v ustvarjanje, če je bil motiv tehnične narave. Opazili smo, da so deklice pri ustvarjanju uporabile več raznolikih elementov pri slikanju, dečki pa na področju kiparstva. Tako so deklice pri likovnem izražanju v večini izbirale in uporabljale tople barve (najpogosteje so izbrale rdečo), dečki pa hladne (najpogosteje so izbrali modro). Ugotovili smo, da so dečki izkazovali originalne rešitve likovne naloge na področju kiparstva in arhitekture, deklice pa na področju slikanja. Zaznali smo tudi, da so deklice na področju slikanja in kiparstva pokazale boljše motorične spretnosti, več natančnosti, samostojnosti pri delu z likovnim materialom kot dečki. V povprečju so deklice dosegle višje končne rezultate na slikarskem likovnem področju, dečki na kiparskem, medtem ko so na arhitekturnem likovnem področju dečki in deklice dosegali podobne rezultate.

Keywords

likovna ustvarjalnost;razlike med spoloma;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Žagar]
UDC: 373.3:7(043.2)
COBISS: 12801353 Link will open in a new window
Views: 488
Downloads: 61
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Other data

Secondary language: English
Secondary title: Differences in artistic creativity between fifth-grade boys and girls
Secondary abstract: In the master's thesis we have carried out the research to find out whether there are differences in the artistic creativity between genders in the fifth grade of primary school in the different artistic fields, namely in the field of painting, sculpture and architecture. In the theoretical part of the master's thesis, we have defined what creativity is and named different types of creativity. Afterwards we have focused on the definition of the artistic creativity, since it is a crucial concept in our dissertation. Using the scheme of the didactic triangle, we have described how individual elements (teacher, student and teaching content) influence on teaching arts and creativity. We have also defined the factors of the artistic creativity and listed different ways to inhibit or stimulate the artistic creativity of pupils. Ultimately, we have introduced four different theories that enable a better understanding of the emergence of gender differences. In the empirical part, we have used a qualitative approach, namely we have conducted an action research and split it into three action steps. The changes we have made related to three different areas of fine arts (painting, sculpture, architecture). We recorded all observations during each lesson in a research journal. Each lesson was followed by a review, analysis, evaluation of collected art products and diary entries. The evaluation criteria were based on the way in which the artistic language was used, the experience of the artistic motif and the way in which the artistic technique was used. Based on the collected data, we have determined whether there are differences in the artistic creativity between genders in the studied group. The sample included 37 pupils of the fifth grade of primary school. The results of the research have shown that there are differences in the artistic creativity between boys and girls in different artistic fields. The girls showed more interest in creative work in the field of painting while boys showed a greater interest in the field of sculpture. In addition, girls were more creative when the motif was emotional, poetic, while boys were more creative when the motif was technical. We noticed that girls used more diverse elements in painting and boys in the field of sculpture. Furthermore, girls mostly chose and used warm colours (the predominant choice of colour red) while boys chose and used the cool ones (the predominant choice of colour blue). We also found out that boys showed original solutions to the artwork in the field of sculpture and architecture, and the girls in the field of painting. In the field of painting and sculpture, girls showed better motor skills, more precision, and independence in handling fine material than boys. On average, girls achieved higher final results in the artistic field of painting, boys in sculpture, while in the architectural field, both boys and girls achieved similar results.
Secondary keywords: art education;primary school;likovna vzgoja;osnovna šola;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: 101, [2] str. pril.
ID: 11406809