magistrsko delo
Tina Jerič (Author), Jurij Selan (Mentor), Uršula Podobnik (Co-mentor)

Abstract

Otrokov razvoj temelji na učnih procesih, ki omogočajo razvoj na področju zaznavanja, spoznavanja, razumevanja, mišljenja, čustvovanja in vedenja. Pri tem ima pomembno vlogo razvoj likovnega izražanja. Poznamo več značilnih stopenj likovnega izražanja, ki so vzporedne otrokovemu duševnemu in telesnemu razvoju. Te stopnje se časovno ne pojavljajo pri vseh otrocih enako, saj se nekateri razvijajo hitreje, drugi počasneje, vendar pa se pojavljajo v vedno enakem zaporedju, od enostavnejših oblik k bolj kompleksnemu načinu izražanja. Razvoj v otroški risbi lahko zato proučujemo tudi v odnosu do zakonitosti likovnega jezika. Z odraščanjem otroka se namreč začnejo v njegovi risbi pojavljati vse bolj načrtovani likovni odnosi, s tem pa tudi vse bolj artikulirana likovna kompozicija in likovni prostor. V likovno-jezikovnem smislu imajo pri artikulaciji likovnih odnosov v likovni kompoziciji in likovnem prostoru pomembno vlogo likovne spremenljivke. Te so pogosto »nevidne« in na gledalca vplivajo predvsem s svojimi medsebojnimi odnosi. V magistrskem delu sem zato raziskala vlogo spremenljivk v razvoju otroške risbe in kako se vloga nekaterih likovnih spremenljivk (npr. velikosti, položaja in smeri) spreminja glede na stopnjo likovnega razvoja. Raziskavo sem izvedla teoretično in empirično. V teoretičnem delu sem proučila faze likovnega razvoja in glede na posamezne faze nato teoretično analizirala vlogo likovnih spremenljivk z vidika dojemanja in artikulacije likovne kompozicije in likovnega prostora. V empiričnem delu sem izvedla kvalitativno raziskavo, ki temelji na analizi otroških risb. Te sem pridobila s pomočjo izvedbe učnih urpri treh različnih starostnih skupinah in sicer v prvem, petem in devetem razredu. S tem sempridobila otroške risbe iz različnih razvojnih faz, ki sem jih nato analizirala v odnosu do problematike likovnih spremenljivk (kako se v razvoju spreminjajo medsebojne povezave med likovnimi spremenljivkami, kakšni so njihovi učinki v likovni kompoziciji in likovnem prostoru ipd.). Prav tako sem opazovala podobnosti in razlike, ki se pojavljajo pri otrocih iste starosti.

Keywords

otroška risba;likovni razvoj;likovne spremenljivke;kompozicija;prostor;razvoj otroške risbe;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Jerič]
UDC: 741:373.3(043.2)
COBISS: 11400521 Link will open in a new window
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Downloads: 255
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Other data

Secondary language: English
Secondary title: The role of art variables in the development of children's drawing
Secondary abstract: A child's development is based on the teaching and learning process that allows him to develop in the fields of perception, cognition, understanding, thinking, feeling and behavior. The important role for this development belongs to the artistic expression. We are familiar with different typical levels of artistic expression, which are parallel to the child's mental and physical development. These levels do not always appear at the same age, because some children develop faster than others, but they always appear in the same sequence, from the simplest form to the more complex ways of expression. The development of the children's drawing can therefore be studied in its relationship to the art theory and visual perception. Through the children's growth more and more relations between visual art elements can be observed in their drawing, as well as increased articulated composition and visual space. An important role in the articulation of the artistic relations in the composition and in the artistic space belongs to the art variables. These are often "invisible" in the artwork, but have a big influence on a viewer mostly by their mutual interactions. In my master's degree I studied and observed the role of the art variables in the development of the children's drawing and I observed how exactly the role of these different variables is changing based on the level of the artistic development. The survey was conducted theoretically and empirically. In the theoretical part I first examined and described each phase of the children's drawing development based on findings and theories of different authors. Then I described all the art variables (size, position, direction, texture, density, weight and number) and I theoretically analyzed their roles in terms of human perception of the artistic compositions and space. In the empirical part I conducted a qualitative study, based on an analysis of the children's drawing. The drawings were collected in my hometown primary school, where I was teaching three different classes of different age group. The first lesson was conducted in the first grade, the second in the fifth grade and the last in the ninth grade. This is how I got an overview of the children's drawings from different stages of artistic development, which I then analyzed in relation to the art variables (how the role of the variables is changing through different ages and stages of development of drawing, what their effects are in the children's artistic composition and space). I also observed and analyzed the similarities and differences between the children that belong to the same age group.
Secondary keywords: art education;drawing;child;likovna vzgoja;risanje;otrok;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Likovna pedagogika
Pages: 89 str.
ID: 9244651