diplomsko delo
Ana Kolšek Orlač (Author), Robert Potočnik (Mentor)

Abstract

Nacionalna kulturna dediščina je pomemben del vsakega naroda. Treba jo je negovati in ohranjati, saj se le tako lahko prenaša naprej ter bogati življenje zanamcev. Skoraj samoumevno je, kako se spoznavamo z nacionalno kulturo, kako jo dojemamo in tudi ohranjamo, ko bivamo na ozemlju njenega nastanka. Manj znano pa je, kako se dediščina vključuje v življenje skupin in posameznikov zunaj državnih meja. K ohranjanju nacionalne kulturne dediščine veliko pripomorejo javne ustanove, npr. izobraževalne, ki vključujejo kulturno dediščino v različne dejavnosti, tako pri pouku kot tudi zunaj njega, npr. z različnimi projekti, delavnicami, vključevanjem in sodelovanjem drugih izobraževalnih ustanov, itd. ter tako pripomorejo k širjenju znanja, udeležence pa izobražujejo o nacionalni kulturni dediščini. Pogosto prav pri likovni dejavnosti z vsebinami ozaveščamo pomen kulturne dediščine. Prav povezovanje likovne dejavnosti in krepitve pomena kulturne dediščine pri posamezniku me je navdušilo za raziskovanje, saj me je zanimalo, kako se vsebine kulturne dediščine in likovna dejavnost povezujejo pri pouku likovne umetnosti v izobraževalni ustanovi. Ker pa koncept oz. povezovanje vsebin kulturne dediščine in likovne dejavnosti v šoli na Slovenskem že poznam in imam tudi že izkušnje, sem se odločila, da takšne vsebine raziščem zunaj šolskega okolja Republike Slovenije. Pouk likovne umetnosti in vključevanje posebnosti slovenske kulturne dediščine sem tako opazovala v Slovenski gimnaziji v Celovcu, v Avstriji. Pri pouku sem prioritetno opazovala potek pouka likovne vzgoje ter ugotavljala podobnosti in razlike s problemsko zasnovo pouka (glede na pristop v Sloveniji), sodelovanje učitelja z učenci, vključevanje slovenske nacionalne kulturne dediščine v proces podajanja posebnosti o likovnih pojmih in tudi odnose med učenci ter njihovo delovanje v razredu. V empirični del sem poleg opazovanja za globlji vpogled in lažje razumevanje učnega procesa v tujih ustanovah vključila tudi tri intervjuje. Intervjuvala sem učenca, likovnega pedagoga in vodjo šole. Glede na njihove izkušnje in vlogo v izobraževalni ustanovi sem predvidevala precej različne odgovore. Z diplomskim delom predstavljam načine, posebnosti in smernice, ki vodijo pouk likovne umetnosti v Slovenski gimnaziji v Celovcu, v Avstriji. Predstavljam načine delovanja ustanov v zamejstvu, njihovo vključevanje kulturne dediščine v utrip šole in načine pridobivanja znanja o njej.

Keywords

zamejske šole (Avstrija);pouk likovne umetnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Kolšek Orlač]
UDC: 73:39(043.2)
COBISS: 139577347 Link will open in a new window
Views: 47
Downloads: 0
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Intergrating national cultural heritage in art eduaction in schools abroad
Secondary abstract: National cultural heritage is an important part of every nationality. It needs to be nurtured and preserved, so that it can be passed on and enrich the lives of posterity. It is almost a matter of course how we get to know a national culture, how we perceive it and also how we preserve it when we live within the territory where it was born. What is less well known is how heritage is integrated into the lives of groups and individuals beyond national borders. Public institutions, such as educational institutions, make a significant contribution to the preservation of national cultural heritage by integrating cultural heritage into various activities, both inside and outside the classroom, e. g. through various projects, workshops, involvement and cooperation of other educational institutions, etc. , thus helping to disseminate knowledge and educate students about Slovenian national cultural heritage. Often, themes to raise awareness of the importance of cultural heritage are taught in art lessons. It was the integration of art activities and the strengthening of the meaning of cultural heritage for each individual that inspired me to do my own research on how cultural heritage content and art activities are integrated in art lessons in an educational institution. However, since I am already familiar with the concept of integrating cultural heritage and art activities in schools on Slovenian territory, and I already have experience, I decided to explore these contents outside the school environment of the Republic of Slovenia. I observed art lessons and the integration of Slovenian cultural heritage at a school abroad in Austria. In the classroom, I prioritised the observation of the art lessons and noted the similarities and differences with the problem-based approach (which approach we have in Slovenia), the cooperation between the teacher and the students, the integration of the Slovenian national cultural heritage in the process of giving specifics about the art concepts, as well as the relationships between the students and how they function in the classroom. In the empirical part, in addition to observation, I also conducted three interviews to gain deeper insight and understanding of the learning process in foreign institutions. Thus, I interviewed a student, an art teacher and the head of the school in order to diversify the answers and the different experiences according to the role these individuals play in the institution. My thesis will present the ways, specificities and guidelines that guide the teaching of visual arts in a foreign school in Austria. I will present the ways in which institutions abroad work, how they integrate cultural heritage into the school and how they contribute to students' learning.
Secondary keywords: Likovna vzgoja in izobraževanje;Kulturna dediščina;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Likovna pedagogika
Pages: 50 f.
ID: 17880100