diplomsko delo
Sanja Dedukić (Author), Beatriz Tomšič-Čerkez (Mentor)

Abstract

Diplomsko delo obravnava problematiko odkrivanja, identifikacije in vzgojno izobraževalnega dela z likovno nadarjenimi učenci. Zelo pomembno je, da te učence pravočasno odkrijemo in jih obravnavamo kot samostojno skupino, ki ima na likovnem področju izjemne potenciale, zaradi katerih so upravičeni do individualiziranih prilagoditev v okviru osnovnošolskega izobraževalnega programa. Pri delu z nadarjenimi se namreč od učiteljev pričakujejo drugačne oblike dela v razredu, ki bodo spodbujale tovrstne učence in jim pomagale pri razvoju njihovih potencialov. Le s tako prilagojenim vzgojno-izobraževalnim delom se bodo lahko primerno odločili za nadaljnje izobraževanje v srednji šoli in se kasneje kot odrasli lahko zdravo osebnostno uresničili in pomembno prispevali k družbenemu razvoju tako na umetniškem področju kot tudi drugod. V teoretičnem delu je opredeljen pojem nadarjenosti, vrste nadarjenosti in značilnosti nadarjenih učencev ter težave, s katerimi se ti srečujejo. Predstavljene so metode za odkrivanje in identifikacijo nadarjenih. Opisano je vzgojno-izobraževalno delo z nadarjenimi učenci, ki obsega tako redni pouk kot tudi posebne programe, ki so prilagojeni posebej za njih. V nadaljevanju sledi opis težav, s katerimi se učitelji srečujejo pri delu s tovrstno skupino otrok. V zadnjem sklopu teoretičnega dela pa je predstavljena likovna nadarjenost, na katero se je nanašal tudi naš raziskovalni problem. V prvem sklopu empiričnega dela sem s pomočjo anketnega vprašalnika želela ugotoviti, kako učitelji razredne stopnje osnovne šole ocenjujejo svoje znanje s področja prepoznavanja in dela z likovno nadarjenimi učenci, kje najpogosteje pridobivajo dodatna strokovna znanja, kako odkrivajo nadarjenost, na katere lastnosti učenca so pri tem pozorni, kako načrtujejo prilagoditve in katere oblike dela najpogosteje uporabijo, kdo jim pri tem pomaga in s katerimi težavami se srečujejo pri delu s to skupino otrok ter nazadnje, katere dejavnosti izven rednega pouka za likovno nadarjene organizira šola, na kateri poučujejo. Anketirala sem 38 učiteljev razrednega pouka iz šestih različnih šol v Sloveniji. Rezultati kažejo, da večina anketiranih učiteljev svoje znanje s področja likovne nadarjenosti ocenjuje kot srednje, dodatna znanja pa pridobivajo s prebiranjem literature in na medmrežju. Najpogosteje uporabljeni metodi za prepoznavanje nadarjenih sta opazovanje učencev in analiza njihovih likovnih izdelkov. Glede lastnosti nadarjenih učencev se med zapisi največkrat pojavijo naslednje značilnosti: smisel za izražanje, ustvarjalnost, izvirnost, izstopanje, domišljija in drugačnost. Večina učiteljev prilagoditev ne načrtuje posebej, ampak se sproti prilagaja glede na potrebe učencev in na sam potek učne ure. Najpogosteje uporabljene prilagoditve so sprememba tempa dela in obsega vsebine, debata ter individualne zadolžitve. Učiteljem pri delu največ težav povzroča pomanjkanje strokovnega znanja in veliko administrativnega dela, najpogosteje pa jim na pomoč priskočijo drugi učitelji. Dejavnost, ki jo šola izven rednega pouka najpogosteje organizira, je likovni krožek. Za drugi sklop sem izvedla učne ure pri pouku likovne vzgoje v dveh petih razredih osnovne šole. Na podlagi opazovanja, analize nastalih likovnih izdelkov in zastavljenih kriterijev sem želela identificirati učence, ki imajo bolj izrazito razvite likovne sposobnosti. Iz opazovanega vzorca 35 učencev sem izbrala pet učencev, ki so ustrezali kriterijem ali pa so na nek način izstopali. Naredila sem podrobno analizo njihovih del.

Keywords

likovna nadarjenost;odkrivanje in identifikacija;likovno nadarjeni učenci;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [S. Dedukić]
UDC: 159.922.76-056.45:74(043.2)
COBISS: 10234441 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Working with artistically gifted students
Secondary abstract: The thesis deals with the problem of detection, identification and the educational work of art gifted students. It is very important that these students are detected early and regarded as a separate group that has exceptional potential in the field of art and are thusly entitled to individualized adaptation within the primary education program. Namely, when working with gifted students, teachers are expected to utilize different forms of work in the classroom, which will encourage such students and help them develop their potential. Only with such adapted educational work will they be able to appropriately choose how to continue their education in high school and, later as adults, achieve a healthy personality and be a significant contribution to social development in the field of arts as well as elsewhere. The theoretical part defines the concept of giftedness, talent types and characteristics of gifted students, and the problems they encounter. The methods of detecting and identifying the talented are presented. It describes the educational work with gifted students, encompassing both regular classes as well as special programs, adapted specifically for them. Following is a description of the difficulties teachers encounter working with this kind of group of children. In the last part of the theoretical segment art talent is presented, which is the core of the research problem. In the first part of the empirical work I used a questionnaire to determine how class teachers in elementary school evaluate their knowledge on the field of identification and work with art gifted students, where they acquire additional knowledge, how they discover talent, which characteristics of the pupil they focus on when doing so, how they plan the adjustments and which forms of work they use the most, who helps them when doing so and which problems they encounter when working with this group of children. And lastly, which activities outside of the regular school program does their school organize for those gifted artistically. I surveyed 38 primary school teachers from six different schools in Slovenia. The results show that the majority of teachers assess their knowledge in the field of art talent as mediocre and that their additional knowledge is accessed by reading printed literature and via the internet. The most commonly used methods of recognizing the artistically gifted were observation and analysis of their art products. The most commonly occurring characteristics of the talented are the following: a sense of expression, creativity, originality, prominence, imagination and uniqueness. Most teachers do not adapt their plans separately, rather they adapt as they go, depending on the needs of the pupils and the course of the lesson. The most commonly used adjustments include a change of pace and volume of the work content, debates and individual assignments. Lack of expertise knowledge causes the most problems for teachers, as does the amount of paperwork. They are most often assisted by other teachers. The activity most commonly organized by the school outside of regular class is art club. For the second set, I performed teaching in art classes in two fifth grade classes of primary school. I wanted to identify students who have highly developed art skills based on observation, analysis of the resulting art products, and the set criteria. From the observed sample of 35 pupils, I selected five students who met the criteria or stood out in some way. I made a detailed analysis of their works.
Secondary keywords: gifted;art education;primary education;nadarjeni;likovna vzgoja;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages: IX, [67] str., [18] str. pril.
ID: 8708129