Način izvajanja učne ure pri pouku likovne vzgoje na razredni stopnji osnovne šole

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Potokar]
UDC:	7:373.3(043.2)
COBISS:	9650761
Views:	810
Downloads:	108
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Approach to carrying out art lessons in the class stage of primary school
Secondary abstract:	In the first part of my diploma thesis, art education in the first five grades of primary school is defined. It is also focused on the learning objectives and various ways of carrying out art classes. Attention is given to the ways of implementing lessons according to lesson plans designed for art classes originating from art tasks. The stress is placed on the intertwinement of theoretical and practical activities during the lesson taking into account that both aspects influence the development of a learner’s artistic talents, abilities and skills. Diverse influences on the learner’s accomplishments and competence through motivation, activity, participation, skillfulness, comprehension of art concepts and originality through artistic expression are also dealt with. The second part includes two art assignments that differ in the baseline for the design of an art problem and the analysis of the learner’s results. An art concept is the starting point for the design of an art task with the first assignment and an art motif with the second one. It has been established which of the two approaches motivates and activates the learner in a more effective way; furthermore, it has also been found out in which part of the lesson there was the highest number of motivated and active learners, with which approach the learners exhibit most originality, what abilities they display and also what their comprehension of art concepts is like. The results show that there have been no major differences in motivation, activity and originality when it comes to portraying artistic motifs, skilful applications of art materials and comprehension of art concepts. The only difference was in the ways of carrying out the art class. It has been shown that the highest number of very motivated learners occurred in the middle part of the lesson with the first task, and in the introductory part of the lesson concerning the second task. The highest number of really active students occurred during the introductory part of both tasks. From the finished products it can be seen that most of the students grasped the art concepts and have portrayed a lot of imagination and spontaneity while creating and designing their work. From that point of view, the learners’ readiness for quick and consistent implementation of artistic tasks can also be determined.
Secondary keywords:	art education;primary school;lesson;likovna vzgoja;osnovna šola;učna ura;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	X, 78 str., [13] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Approach to carrying out art lessons in the class stage of primary school
Keywords (ePrints):	likovna vzgoja
Keywords (ePrints, secondary language):	art education
Abstract (ePrints):	V prvem delu diplomskega dela opredeljujemo pouk likovne vzgoje na razredni stopnji. Znotraj tega namenimo pozornost učnim ciljem in različnim načinom izvajanja pouka likovne vzgoje. Glede na izhodišča za zasnovo likovnega problema podrobneje predstavimo načine izvajanja učne ure po učnih korakih. Poudarimo pomembnost prepleta teoretične in praktične dejavnosti med učno uro, saj vplivata na razvoj učenčevih likovnih sposobnosti, spretnosti in znanj. Obravnavamo vplive na učenčeve dosežke in uspešnost v motivaciji, aktivnosti, ročni spretnosti, razumevanju likovnih pojmov in izvirnosti v likovnem izražanju. Drugi del diplomskega dela vključuje likovni nalogi, ki se razlikujeta v izhodišču za zasnovo likovnega problema, in analize učenčevih rezultatov. Izhodišče za zasnovo likovnega problema pri prvi likovni nalogi je likovni pojem, pri drugi pa likovni motiv. Ugotavljali smo, pri katerem načinu izvajanja učne ure so učenci bolj motivirani in aktivni, v katerem delu učne ure je največ zelo motiviranih in zelo aktivnih učencev, pri katerem načinu izvedbe učnega procesa so učenci izvirnejši, kakšne spretnosti kažejo pri izvedbi likovne tehnike in kakšno je njihovo razumevanje likovnih pojmov. Rezultati kažejo, da ni bistvenih razlik v motivaciji, aktivnosti, izvirnosti pri upodabljanju likovnih motivov, spretnosti uporabe likovnih materialov in razumevanju likovnih pojmov, temveč se med seboj razlikujejo le načini izvajanja učne ure. Ugotovili smo, da je bilo pri prvi likovni nalogi največ zelo motiviranih učencev v osrednjem delu učne ure, pri drugi likovni nalogi pa v uvodnem delu. Pri obeh likovnih nalogah je bilo največ zelo aktivnih učencev v uvodnem delu. Izoblikovani likovni izdelki učencev nakazujejo, da je večina učencev razumela likovne pojme, da so pokazali veliko domišljije in spontanosti pri oblikovanju ter da so pri izvajanju delovnih postopkov kazali pripravljenost za hitro in dosledno izvedbo naloge.
Abstract (ePrints, secondary language):	In the first part of my diploma thesis, art education in the first five grades of primary school is defined. It is also focused on the learning objectives and various ways of carrying out art classes. Attention is given to the ways of implementing lessons according to lesson plans designed for art classes originating from art tasks. The stress is placed on the intertwinement of theoretical and practical activities during the lesson taking into account that both aspects influence the development of a learner’s artistic talents, abilities and skills. Diverse influences on the learner’s accomplishments and competence through motivation, activity, participation, skillfulness, comprehension of art concepts and originality through artistic expression are also dealt with. The second part includes two art assignments that differ in the baseline for the design of an art problem and the analysis of the learner’s results. An art concept is the starting point for the design of an art task with the first assignment and an art motif with the second one. It has been established which of the two approaches motivates and activates the learner in a more effective way; furthermore, it has also been found out in which part of the lesson there was the highest number of motivated and active learners, with which approach the learners exhibit most originality, what abilities they display and also what their comprehension of art concepts is like. The results show that there have been no major differences in motivation, activity and originality when it comes to portraying artistic motifs, skilful applications of art materials and comprehension of art concepts. The only difference was in the ways of carrying out the art class. It has been shown that the highest number of very motivated learners occurred in the middle part of the lesson with the first task, and in the introductory part of the lesson concerning the second task. The highest number of really active students occurred during the introductory part of both tasks. From the finished products it can be seen that most of the students grasped the art concepts and have portrayed a lot of imagination and spontaneity while creating and designing their work. From that point of view, the learners’ readiness for quick and consistent implementation of artistic tasks can also be determined.
Keywords (ePrints, secondary language):	art education
ID:	8311421