diplomsko delo
Sara Jakopič (Author), Črtomir Frelih (Mentor)

Abstract

Fotografija je danes malodane vsepovsod. Vsak dan nas zasuje z vizualnimi sporočili, tehnološki napredek pa je omogočil, da lahko fotografira kdorkoli, ne glede na znanje in izkušnje. Skoraj vsak učenec ima pri sebi telefon z vgrajenim fotoaparatom. Četudi nam je danes omogočeno množično fotografiranje, pa ni vsaka fotografija kvalitetna. Potrebno je poznavanje ne le fotoaparata, pač pa tudi osnov kompozicije, barvnih problemov, svetlobnih odnosov ... vse to zaobjema prav učni načrt likovne vzgoje. Glede na to dejstvo se mi zdi smiselno razmišljati o fotografiji v kontekstu učnega načrta osnovne šole (obravnave fotografije tam skorajda ni). S pomočjo fotografije bi lahko učenci usvajali raznolika znanja s področja likovne vzgoje. Ta tehnika ima namreč določene prednosti … pa tudi slabosti. Zato sem se v empiričnem delu odločila primerjati klasične slikarske tehnike s fotografijo na ravni izvajanja slikarskih nalog. Zanimali so me tako končni izdelki (fotografije in slike) kot tudi sam postopek snovanja – kako motivirani so učenci, koliko časa usmerjajo pozornost, razmišljajo o problemu, kako se soočajo z novimi pristopi itd. Bi bilo smiselno nadomestiti klasične slikarske tehnike s fotografijo? Do ugotovitev in zaključkov sem prišla na podlagi analize najbolj značilnih del otrok.

Keywords

fotografija

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [S. Jakopič]
UDC: 373.32.016:77(043.2)
COBISS: 8951369 Link will open in a new window
Views: 620
Downloads: 103
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Other data

Secondary language: English
Secondary title: Painting tasks with the help of digital photography at lower stage of primary school
Secondary abstract: Photography can be nowadays found almost everywhere. Every day we are being swamped with visual messages and the technological progress has made it possible for anyone to take photos, regardless of the knowledge and experiences. Almost every pupil owns a phone with built-in camera. Even if mass photography is available to us today, this doesn't mean that every photo is a quality photo. You need to be familiar not only with a camera itself, but also with the basics of composition, color problems, relations of the light ... and all this is embraced in the arts education curicculum. Given this fact, I find it reasonable to treat photography in the context of primary school curicculum (where the issue of photography is almost non-existent). With the help of photograpy, pupils could acquire diverse knowledge in the field of art education. This technique does have certain advantages … and also disadvantages. Therefore, I decided to compare classical painting techniques with photography at the level of implementation of painting tasks in the empirical part of my Diploma. I was interested in the final products (photographs and paintings) as well as the design process itself - how motivated the pupils really are, how long can they stay focused, think about the problem, how they deal with new approaches etc. Would it be advisable to replace the classical painting techniques with photography? My findings and conclusion are based on the analysis of the most distinct works of children.
Secondary keywords: art education;photography;primary school;likovna vzgoja;fotografija;osnovna šola;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages: IV, 64 str.
ID: 8709490