Poučevanje likovnih prvin z uporabo družabne igre

magistrsko delo

Abstract

Igra nas popelje v svet, ki ga sestavljajo drugačna pravila od teh, s katerimi se srečamo v svojem vsakdanu, zato nam nudi varno zavetje, v katerem se lahko brez skrbi sprostimo. Vzdušje, ki ga ustvari igra, pa je posebej primerno tudi za učenje, zato je igra vedno služila kot učni pripomoček, bodisi v obliki hiše za punčke, s katero so se deklice učile rutine opravljanja domačih opravil, bodisi kot postavitev vojaških figuric za učenje strateškega razmišljanja. Tudi danes ima igra pomembno vlogo v otrokovem življenju, z odraščanjem pa jo vedno bolj postavljamo na stranski tir in se ji posvečamo le za zabavo. Zaradi njene učinkovitosti pri učenju pa igro vedno pogosteje preizkušajo v učnem procesu pri starejših učencih. Tako so v nekaj raziskavah na univerzah prepoznali njeno uporabnost pri poučevanju kompleksnih tem nevrologije, zdravstvene nege in anatomije. Da bi bila igra pri učenju čim bolj učinkovita, mora v igralcu vzbuditi stanje popolne prevzetosti oz. stanje toka dogajanja, biti mora dovolj enostavna in s tem za igralca razumljiva, podati mu mora povratne informacije o njegovem uspehu na poti do cilja, pridobiti mora vso njegovo pozornost, da lahko preide v stanje zatopljenosti, ki se izmenjuje z angažiranostjo, igralcu mora ponuditi dovolj možnosti za izbiro in pomembne odločitve, kar pripomore k občutku vključenosti. Vaja, ki nam jo igra nudi skozi ponavljanje različnih aktivnosti, mora temeljiti na uravnoteženem razmerju težavnosti in igralčeve sposobnosti ter se stopnjevati glede na njihovo izboljšanje, ob tem pa se mora igralec seveda tudi zabavati. Za poučevanje likovnih prvin na bolj dinamičen način sem v diplomskem delu oblikovala družabno igro z imenom likovna dirka. V magistrskem delu sem to družabno igro preizkusila v praksi. Izvedla sem kvalitativno raziskavo, v kateri sta sodelovala dva deveta razreda. Pri tem sem izdelala dve učni pripravi; eno za učenje likovnih prvin z igro in drugo za učenje z razlago. Vsako od priprav sem uporabila v enem razredu. Podatke sem zbirala s pomočjo opazovalne lestvice, vprašalnikov in analize likovnih del. Raziskava je pokazala, da so bili učenci, ki so se likovnih prvin učili z igro, bolj motivirani za učenje, njihov napredek v znanju likovnih prvin je bil večji, prav tako pa so bili uspešnejši pri reševanju likovne naloge. Motivacija za učenje likovnih prvin, ki se je pokazala ob igranju, pa se ni prenesla na motiviranost za ustvarjanje, saj so bili učenci razreda, ki se je likovnih prvin učil z igro, manj motivirani za likovno nalogo kot učenci, ki so likovne prvine spoznavali ob razlagi. Ugotovitve raziskave sem uporabila za izboljšanje igre, ki sem ji dodala več vprašanj, slikovnega gradiva in tudi več dinamike za vzdrževanje napetega vzdušja med igranjem.

Keywords

družabna igra;dinamična metoda poučevanja;likovna prvina;svetlo-temno;barva;točka;linija;oblika;ploskev;prostor;učenje z igro;

Data

Language:	Slovenian
Year of publishing:	2023
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[E. Žgur]
UDC:	7:37(043.2)
COBISS:	156754691
Views:	17
Downloads:	6
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Teaching art elements using a board game
Secondary abstract:	The game takes us into a world governed by different rules than those we encounter in our everyday lives, thus providing a safe place where we can relax without worries. The atmosphere created by the game is particularly suitable for learning, which is why the game has always served as a teaching tool, whether in the form of a dollhouse through which girls learned the routines of household chores or as a setup of military figurines for learning strategic thinking. Even today, the game plays an important role in a child's life, but as they grow up, it is increasingly pushed to the sidelines and becomes solely a source of entertainment. However, due to its effectiveness in learning, the game is being more frequently tested in the educational process for older students. As a result, several studies conducted at universities have recognized its usefulness in teaching complex topics such as neurology, nursing, and anatomy. When designing a game whose fundamental purpose is for it to be as effective as possible when used as a teaching tool, we must ensure that the game is simple enough to not overwhelm the player, provides feedback or a sense of progress, and enables the player to make decisions, which contributes to the feeling of inclusion. Apart from that, we must focus on making the game interesting and fun, which helps retain the player’s attention and allows him to reach the flow state. The exercise that the game offers through the repetition of various activities must be based on a balanced ratio of difficulty and the player's skill, with the difficulty escalating relative to the player’s improvement, all while providing a sufficient level of entertainment. In order to teach the art elements in a more dynamic way, I designed a board game called Art Race for my thesis. In my master's thesis, I tested this board game in practice. I conducted qualitative research involving two classes of ninth grade elementary school students, where I taught about the art elements by two different methods: by simply explaining the concepts and by using the board game. In each class, I applied a different teaching method and gathered data about the effectiveness of the method using an observation scale, questionnaires, and analysing the artwork that was created by the participants. The research showed that students who learned the art elements through the game were more motivated to learn, demonstrated greater progress in their knowledge of the art elements, and were more successful in solving the art task. However, the motivation for learning about art elements observed during the game did not translate into motivation for creative expression, as the students in the class that learned through the game were less motivated for the art task compared to the students who learned through explanation. I used the research findings to improve the game by adding more questions, visual materials, and dynamics to maintain a tense atmosphere during gameplay.
Secondary keywords:	board game;dynamic teaching method;art element;light-dark;colour;point;line;shape;surface;space;game-based learning;Vzgoja in izobraževanje;Umetnost;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Study programme:	0
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Likovna pedagogika
Pages:	1 spletni vir (1 datoteka PDF (127 str.))
ID:	19394450