magistrsko delo
Katja Mulej (Avtor), Anja Jerčič Jakob (Mentor), Uršula Podobnik (Komentor)

Povzetek

S širjenjem in popularizacijo socialnih omrežij se je na internetu začelo pojavljati veliko ustvarjalcev in umetnikov, ki si izmišljujejo in se udeležujejo raznih internetnih likovnih izzivov oziroma "Internet Art Challenges". Zanimalo me je, ali so ti izzivi znani učiteljem likovne umetnosti (LUM) in ali bi lahko internetni likovni izzivi predstavljali dober alternativni vir inspiracije pri sestavljanju likovnih nalog in aktivnosti, tako kot obstoječi viri, ki jih učitelji likovne umetnosti trenutno uporabljajo. Da bi to področje raziskala in predstavila na čim bolj jasen in sistematičen način, sem magistrsko delo razdelila na teoretični, avtorski in empirični del. V teoretičnem delu sem predstavila že obstoječe raziskave, povezane s temo učiteljeve uporabe interneta za namene pouka LUM. Rezultati teh raziskav neposredno ne pokažejo stanja učiteljeve uporabe interneta za namene pouka LUM, temveč nanj le malo namigujejo. Proučila sem tudi značilnosti dobrih likovnih nalog, ki zahtevajo ravnovesje likovne tehnike, motiva in likovnega problema za učence v različnih starostnih obdobjih. Pozornost je posvečena tudi dvoumnosti svobode in kontrole, ki se pojavlja pri pouku LUM. V avtorskem delu sem predstavila internetne likovne izzive in posebno pozornost namenila izzivu Inktober, ki sem se ga tudi udeležila. Predstavila sem tehniko tuša, potek izziva, formalno analizirala nekaj del, ki so izstopala, ter predstavila pozitivne in negativne značilnosti izziva, ki sem jih izkusila na lastni koži. Formalna analiza svojih del mi je omogočila priti do osebnih ugotovitev in ugotovitev o tem, kako je izziv vplival na moje ustvarjanje. Te informacije so mi koristile v empiričnem delu, kjer sem intervjuvala sedem učiteljic LUM. Iz intervjujev sem ugotovila, da nekatere učiteljice veliko uporabljajo internet za namene pouka LUM in da so vse zelo kritične do informacij, ki jih ponuja splet. Izkazalo se je tudi, da so vse poznale spletni vir z veliko likovnimi idejami, to je Pinterest, do katerega so bile zelo kritične. Primerjala sem značilnosti likovnih idej s Pinteresta in značilnosti internetnih likovnih izzivov, kot je Inktober, z značilnostmi dobrih likovnih nalog, ki sem jih obravnavala v literaturi. Ugotovila sem, da imajo internetni likovni izzivi in dobre šolske likovne naloge veliko skupnih značilnosti ter s tega vidika predstavljajo kakovostnejšo alternativo za iskanje inspiracij za učitelje LUM kot pa likovne ideje s Pinteresta. Pogovor z učiteljicami pa je tudi razkril, da dobri viri z likovnimi idejami ne morejo nadomestiti učiteljeve kreativnosti in iznajdljivosti pri pouku. Rezultati raziskave so koristni za področje likovne pedagogike, saj so lahko v pomoč učiteljem LUM, ki bi radi poiskali nove vire inspiracij, ki bi jim koristili pri sestavljanju likovnih nalog in aktivnosti. Prav tako nudijo vpogled v stalno razvijajoči se svet internetnih likovnih izzivov in mladih ustvarjalcev, ki se jih udeležujejo prek socialnih omrežij iz različnih razlogov.

Ključne besede

internet;učitelji;likovne naloge;internetni likovni izzivi;Inktober;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Mulej]
UDK: 373.32.016:74:004.738.5(043.2)
COBISS: 12809801 Povezava se bo odprla v novem oknu
Št. ogledov: 414
Št. prenosov: 63
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Applicability of internet fine arts' challenges at creating fine arts' assignments
Sekundarni povzetek: With the popularization and spread of social media came the appearance of artists and creators on the internet who are creating and participating in various Internet Art Challenges. I was curious if art teachers knew about them and if Internet Art Challenges could be a good alternative source of inspiration to the current sources art teachers use for inspiration now when forming art assignments and tasks. I have divided this thesis into the theoretic part, author's part and empiric part, because I wanted to research and present this topic in a clear and systematic way. In the theoretical part, I presented the already existing research related to the topic of teachers’ use of the internet for the purposes of fine arts lessons. The results of the research presented do not directly indicate how much the teachers use the internet for the purposes of fine arts lessons. They merely hint at it. I also examined the characteristics of good art assignments, which require a balance of proper art technique, combined with an art motive and art problem for students across different age groups. Attention is also paid to the ambiguity of freedom and control that emerges in fine arts lessons. In the author's work, I elaborate on Internet Art Challenges and pay special attention to the challenge called Inktober, which I also participated in. I present the technique of ink, the course of the challenge I participated in, formally analyze some of the works that stood out, and present the positive and negative characteristics of the challenge that I experienced first-hand. The formal analysis of my works allows me to come up with personal findings and findings about how the challenge affected my creation. This information is useful to me in the empirical section of the thesis where I interview seven fine arts teachers. From the interviews, I find that some teachers use the internet a lot for the purposes of fine arts lessons and that they are all very critical of the information provided on the web. It also turned out that they all knew an online resource with a lot of art ideas, i.e. Pinterest, which they were very critical of. I compared the characteristics of Pinterest's art ideas and the features of Internet Art Challenges like Inktober with the features of good school art assignments. I have found that Internet Art Challenges and good school art assignments have many characteristics in common and therefore represent a better alternative to finding inspiration for fine arts teachers than the Pinterest art ideas. The interview with the teachers also revealed that good resources with artistic ideas cannot replace the teacher's creativity and ingenuity while teaching in class. The results of the research are useful in the field of fine arts pedagogy, as they can be helpful for art teachers who would like to find new sources of inspiration that would benefit them with composing art activities and assignments. They also provide insight into the ever-evolving world of Internet Art Challenges and young creators who participate in them via social networks for a variety of reasons.
Sekundarne ključne besede: art education;likovna vzgoja;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Likovna pedagogika
Strani: 107 str.
ID: 11417723