magistrsko delo
Barbara Seme (Author), Tomaž Zupančič (Mentor), Jerneja Herzog (Co-mentor)

Abstract

V splošnem teoretičnem delu je neformalno izobraževanje opredeljeno skozi krajši zgodovinski pregled, navedene so definicije in tipi ter v korelaciji s formalnim izpostavljene prednosti in slabosti ter specifike, vezane na pedagoško prakso in psihosocialni pomen neformalnega izobraževanja v razvoju identitete. V nadaljevanju so opredeljene posamezne najpogostejše oblike pedagoškega neformalnega izobraževanja na področju likovne umetnosti s stališča njihovih potencialov uresničevanja ciljev, ki jih formalno izobraževanje ne dosega oz. jih uresničuje manj efektivno. Muzejska pedagogika pomembno prispeva k razvijanju likovnih apreciativnih sposobnosti otrok kot tudi k izgradnji novih estetskih izkušenj. Delavnice in tečaji lahko s svobodnim poseganjem po vsebinah ter časovno neomejenostjo celoviteje predstavljajo sodobne umetniške prakse, tabori in kolonije pa pomembno prispevajo k razvoju socialnih veščin in samostojnosti otrok. Empirični del navaja raziskavo specifik pedagoškega procesa muzejske pedagogike, delavnic in taborov v treh institucijah oz. organizacijah, reprezentativnih na svojem področju delovanja v slovenskem prostoru. Ugotovitve proučevanih primerov so podane s stališča uresničevanja potenicalov neformalnih oblik izobraževanja ter likovnega pedagoškega procesa. Raziskani primeri povečini ustrezno izvajajo pedagoško prakso in lahko služijo za primer učinkovitega modela pedagoškega procesa z zastavljenimi nameni in cilji za obravnavane neformalne izobraževalne oblike.

Keywords

magistrska dela;neformalno izobraževanje;muzejska pedagogika;likovne delavnice;likovni tabori;postmoderni kurikulum;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [B. Seme]
UDC: 37.015.31:73/76(043.2)
COBISS: 22783496 Link will open in a new window
Views: 1523
Downloads: 191
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Other data

Secondary language: English
Secondary title: NON-FORMAL FINE ARTS EDUCATION
Secondary abstract: The general theoretical part defines non-formal education in a short historical review, states its definitions and types and defines it in correlation with formal education through its advantages and disadvantages, specifics of pedagogical practice and its psychosocial importance to the development of identity. Further on, it separately defines most common forms of pedagogic non-formal education in the field of fine arts from the perspective of their potential for meeting the goals which formal education does not reach or realizes them with less efficiency. Museum pedagogy importantly contributes to childrens' development of art appreciation abilities as well as to their development of new aesthetic experiences. Workshops and classes have freedom of choosing the content and time organisation and are therefore able to present contemporary art more effectively; camps and colonies have important role in development of social skills and children's independence. In the empirical part we studied specifics of pedagogical processes of museum pedagogy, workshops and camps in three institutions or organizations, representative of their field of work in Slovenia. Statements of researched cases are stated from the perspective of meeting the potential of each form of non-formal education and from the perspective of fine art pedagogical process. All cases have mostly appropriate pedagogical practice and may serve as an examples of effective pedagogical process with the defined purpose and set goals of studied forms of non-formal education.
Secondary keywords: master theses;non-formal education;museum pedagogy;art workshops;art camps;postmodern curriculum;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za likovno umetnost
Pages: 123 str.
ID: 9171033