Izvajanje likovnih vsebin v podaljšanem bivanju

diplomsko delo

Katja Kastelic (Author), Matjaž Duh (Mentor), Jerneja Herzog (Co-mentor)

Abstract

Učitelj razrednega pouka lahko poučuje tudi v podaljšanem bivanju, kjer je način dela bistveno drugačen od rednega pouka. Velikokrat slišimo mnenje, da je v podaljšanem bivanju veliko lažje poučevati, saj je delo bolj svobodno in se nanj ni treba tako pripraviti. To je bil tudi povod, da smo se odločili preučiti, kako pravzaprav poteka delo v podaljšanem bivanju. Menimo, da se mora učitelj na delo pripraviti tako kot za redni pouk, pri izvajanju likovnih vsebin mora že vnaprej zastaviti cilje, ki jih želi doseči z določeno aktivnostjo. Kot prihodnja učiteljica se zavedam, da le kakovostno načrtovanje in izvajanje likovnih vsebin lahko pokaže rezultate pri učencih; to pomeni učence, ki imajo razvito domišljijo, se pri likovnem delu spontano izražajo in imajo razvite ustvarjalne sposobnosti. Teoretični del je namenjen podaljšanemu bivanju in njegovim sestavinam, v nadaljevanju smo se posvetili nalogam in kakovosti učitelja, ki v podaljšanem bivanju poučuje. Naš namen je namreč poudariti, da je učitelj podaljšanega bivanja enako pomemben kot učitelj, ki uči pri rednem pouku. V empiričnem delu smo uporabili deskriptivno metodo empiričnega pedagoškega raziskovanja. V vzorec smo zajeli 26 učiteljev podaljšanega bivanja iz 16 mariborskih osnovnih šol. Zanimalo nas je, kako pogosto in na kašen način izvajajo likovne vsebine učitelji v sklopu podaljšanega bivanja. Hkrati smo želeli izvedeti tudi, ali obstajajo razlike med učiteljicami, ki poučujejo več kot 25 let, in učiteljicami, ki imajo do 5 let delovne dobe. Rezultati anketnega vprašalnika so pokazali, da učiteljice v podaljšanem bivanju sicer izvajajo vsebine iz likovne vzgoje, vendar je za kakovostno izvajanje le-teh premalo časa. Prav tako so se pokazale nekatere očitne razlike v poučevanju med učiteljicami z različno dolgo delovno dobo.

Keywords

razredni pouk;likovna vzgoja;likovne vsebine;izvajanje;podaljšano bivanje;sestavine;učitelji;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Pesnica pri Mariboru
Typology:	2.11 - Undergraduate Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[K. Kastelic]
UDC:	73/76(043.2)
COBISS:	18815752
Views:	2171
Downloads:	203
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	IMPLEMENTATION OF ARTISTIC IN EXTENDED STAY
Secondary abstract:	Primary teacher can also teach in extended stay, where manner of work is different from regular classes. We often hear opinion that teaching in extended stay is easier because the work is freer and it does not need a lot of preparations. Exactly this opinion disturbed us, so we made a decision to study how work in extended stay works. Our opinion is that a teacher in extended stay also has to prepare for work, at performing art contents one has to set goals, one wants to achieve with certain activity, in advance. As a future teacher I know that only a qualitative planning and performing of art contents can show results at learners, this means learners who have well-formed imagination, can express spontaneously at art work and have well-formed creative skills. The theoretical part is intended for extended stay and its components, further on we consecrated on tasks and qualities of a teacher who teaches in extended stay. Our purpose was to emphasize that an extended stay teacher is as equally important as a teacher who teaches in regular classes. In the empirical part we used a descriptive method of empirical pedagogical research. In the research sample we embraced twenty-six extended stay teachers from sixteen elementary schools in Maribor. We were interested in how frequent and in what way teachers perform art contents in extended stay. We were also interested in differences between teachers who have been teaching for more than twenty-five years, and teachers who have up to five years of work experience. Survey results showed that teachers in extended stay do perform contents from art education, although there is not enough time for qualitative performance. There were also some obvious differences in teaching methods between teachers with different periods of work experience.
Secondary keywords:	extended stay;components of extended stay;extended stay teacher;art contents;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	85 f., [2] f. pril.
Keywords (UDC):	the arts;recreation;entertainment;sport;umetnost;razvedrilo;zabava;šport;plastic arts;likovna umetnost (kiparstvo in umetna obrt);
ID:	19678