Družabna igra za poučevanje likovnih prvin

diplomsko delo

Abstract

Človek se igra, ker se ob tem sprosti, si oddahne od resnega življenja. Sledi najstarejših družabnih iger segajo tisočletja v preteklost, v sodobnem svetu pa so še vedno aktualne. Od tradicionalnih, ki so se razvile skozi zgodovino in nimajo znanega izumitelja ter so last vseh, do novejših, lastniških iger, z znanim avtorjem in licenčno zaščitenih. Družabne igre privlačijo ljudi, saj spodbujajo konkurenco, ponujajo intelektualni izziv in na ta način stimulirajo. Nudijo pobeg od resničnosti, stresne vsakdanjosti in pa priložnost, da igralec za nekaj časa, v vzporedni realnosti, prevzame neko drugo življenjsko vlogo. Vsak otrok se mora igrati, da bi se lahko učil. Igra pa vpliva na razvoj in učenje otrok s svojo spontanostjo, aktivnostjo, spremenljivostjo, dinamiko, svobodo in čustveno obarvanostjo. Otroci se pri igri učijo socialnih veščin, empatije, razvijajo timski duh, tekmovalnost in se nenazadnje tudi zabavajo. V takem vzdušju so bolj motivirani za učenje, zato sem zasnovala in oblikovala družabno igro za poučevanje likovnih prvin, skozi katero bodo učenci lahko samostojno osvajali ter utrjevali znanje, hkrati pa se ob tem zabavali. Likovne prvine svetlo-temno, barva, točka, linija, oblika, ploskev in prostor so najmanjše, osnovne enote v likovnem izražanju. Svetlostne razlike so pogoj za to, da zaznamo kateri koli likovni element. Pri likovni prvini svetlo-temno je v ospredju svetlostna moč, pri barvi pa barvnost svetlobe. Točka ujame in zaustavi naš pogled na likovnem delu, ko pa nizamo točke skupaj in se naše oči gibljejo od ene do druge, zaznavamo linijo. Ob vsakem likovnem ustvarjanju realiziramo neko obliko, ki zavzema določeno ploskev ali prostor. Tematiko likovnih prvin sem vključila v družabno igro v likovnem smislu in z vprašanji, na katera odgovarjajo igralci. Oblikovala sem igralno ploščo s postajami, ki predstavljajo likovne prvine, igralne figure, ki prav tako simbolizirajo likovne prvine, ter igralne karte z vprašanji in nalogami za utrjevanje znanja o tej temi. Igra spada med tematske namizne igre, je pa tudi kompleksna dirkalna igra, v kateri zmaga igralec, ki prvi na cilj pripelje svoji figuri. Igralec mora na poti do cilja odgovarjati na vprašanja o likovnih prvinah in tako osvaja znanja ob igri in druženju. Pri oblikovanju igralne plošče za družabno igro sem za glavni barvi izbrala modro in rumeno, ki se ponavljata v vseh elementih igre. Barvi tako ustvarjata toplo hladni kontrast. Ob načrtovanju poti na igralni plošči sem se odločila za bolj organske oblike, da bi s tem prispevala k občutku igrivosti. Z družabno igro predvsem otrokom, pa tudi vsem ostalim, ponujam zabaven način učenja in utrjevanja znanja o likovnih prvinah. Pri oblikovanju sem bila posebej pozorna na to, da bo igra res delovala kot družabna igra, ne le kot učni pripomoček in bo hkrati učence motivirala k temu, da osvojijo znanje o likovnih prvinah.

Keywords

družabne igre;namizne igre;likovne prvine;svetlo-temno;barva;točka;linija;oblika;ploskev;prostor;

Data

Language:	Slovenian
Year of publishing:	2021
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[E. Žgur]
UDC:	7:794(043.2)
COBISS:	75544067
Views:	251
Downloads:	11
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Board game for teaching art elements
Secondary abstract:	A person plays to relax and to take a break from serious life. Traces of the oldest board games date back millennia, and are still relevant in the modern world. From traditional ones that have evolved throughout history, without a known inventor, owned by everyone, to newer, proprietary games, with a well-known author and licensed. Board games attract people as they encourage competition, offer an intellectual challenge and thus stimulate. They offer an escape from reality, a stressful everyday life, and the opportunity for the player to take on another life role for a while, in parallel reality. Every child needs to play in order to learn. Games influence children’s development and learning with its spontaneity, activity, variability, dynamics, freedom, and emotional coloration. In the game, children learn social skills, empathy, develop team spirit, competition and, last but not least, have fun. In such an atmosphere, they are more motivated to learn, so I designed a board game for teaching art elements, through which students will be able to independently acquire and consolidate knowledge, while having fun. Art elements light-dark, colour, point, line, shape, surface and space are the smallest, basic units in artistic expression. Light differences are a condition for perceiving any artistic element. In the light-dark art element, the power of light is in the foreground, and in colour, the colour of light. The point captures and stops our gaze on the artwork, but when we string the points together and our eyes move from one to the other, we perceive the line. With each artistic creation, we realize a shape that occupies a certain surface or space. I included the theme of art elements in the board game in the artistic sense and with questions that the players answer. I designed a game board with stations that represent art elements, game figures that also symbolize art elements, and game cards with questions and tasks to consolidate knowledge on this topic. The game is one of the themed board games, but it is also a complex racing game in which the player, who brings his figure to the finish line first, wins. On the way to the goal, the player has to answer questions about art elements and thus gain knowledge while playing and socializing. When designing the board for the board game, I chose blue and yellow as the main colours, which are repeated in all elements of the game. The colours thus create a warm cool contrast. While planning the path on the game board, I decided for more organic shapes to contribute to the feeling of playfulness. With a board game, especially for children, but also for everyone else, I offer a fun way of learning and consolidating knowledge about art elements. While designing, I paid special attention to the fact that the game will really work as a board game, not just as a learning tool, and at the same time it will motivate students to acquire knowledge of art elements.
Secondary keywords:	play;art;igra;umetnost;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Likovna pedagogika
Pages:	50 str.
ID:	13327961