Likovna ustvarjalnost v oddelku podaljšanega bivanja

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[D. Grošičar]
UDC:	373.32:75(043.2)
COBISS:	9437513
Views:	1130
Downloads:	193
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Art creativity in after school care
Secondary abstract:	Thesis in theoretical part describes after school care, definition of it, elements and its place in educational system. I expose the role and importance of being a teacher. Teachers must be aducated, they must notice the differences among children in how they start some art task. Teachers must know theoretical backgroung why do these differences appear and it is their duty to approach correctly. Complex process of creativity implements through different phases and is revealed through different personality characteristics. These are described below as also lateral thinking, its definition and comparison to vertical thinking. The research is based on interviewing teachers in after school care about which art activities they use in after school care and teacher's opinion about which activities are closer to them and which to the children. During hours based on different art activities, I pay attention to children's behaviour and with planned observation I reveal, which activities they prefer. Activities are guided, partially guided and free. In conclusions I link results from interviewing teachers and planned observation of children.
Secondary keywords:	art education;creativity;primary school;likovna vzgoja;ustvarjalnost;osnovna šola;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	74 str.
Type (ePrints):	thesis
Title (ePrints):	Art creativity in after school care
Keywords (ePrints):	podaljšano bivanje
Keywords (ePrints, secondary language):	after school care
Abstract (ePrints):	Diplomsko delo v teoretičnem delu predstavlja oddelek podaljšanega bivanja, njegovo opredelitev, elemente in umeščenost v vzgojno-izobraževalni proces. »Biti učitelj je dobesedno »poklic« oz. poslanstvo.« (Tacol, idr., 2006, str. 161) Izpostavljam vlogo učitelja in izobraževanje, saj mora učitelj opaziti razlike pri soočanju z likovno nalogo med učenci in mora vedeti, zakaj do njih prihaja in kako do učencev pristopa. Kompleksen proces ustvarjalnosti poteka v fazah in se pri posameznikih kaže skozi različne osebnostne značilnosti. Te so prikazane v nadaljevanju diplomskega dela. S pomočjo anketiranja učiteljev podaljšanega bivanja v empiričnem delu raziskujem, katere oblike likovnih dejavnosti uporabljajo pri svojem delu v oddelku podaljšanega bivanja. Zanima me mnenje učiteljev o tem, katere dejavnosti so bližje njim in katere po njihovem mnenju učencem. Z načrtnim opazovanjem učencev ugotavljam, kako se obnašajo pri vodenih, delno vodenih in prostih likovnih dejavnostih in katera jim je najbližja. V zaključkih povežem spoznanja anketiranja in opazovanja.
Abstract (ePrints, secondary language):	Thesis in theoretical part describes after school care, definition of it, elements and its place in educational system. I expose the role and importance of being a teacher. Teachers must be aducated, they must notice the differences among children in how they start some art task. Teachers must know theoretical backgroung why do these differences appear and it is their duty to approach correctly. Complex process of creativity implements through different phases and is revealed through different personality characteristics. These are described below as also lateral thinking, its definition and comparison to vertical thinking. The research is based on interviewing teachers in after school care about which art activities they use in after school care and teacher's opinion about which activities are closer to them and which to the children. During hours based on different art activities, I pay attention to children's behaviour and with planned observation I reveal, which activities they prefer. Activities are guided, partially guided and free. In conclusions I link results from interviewing teachers and planned observation of children.
Keywords (ePrints, secondary language):	after school care
ID:	8310851