magistrsko delo
Ela Bradeško (Avtor), Robert Potočnik (Mentor)

Povzetek

Učitelj razrednega pouka oz. študent razrednega pouka se pri delu z učenci v razredu sooča z različnimi posebnimi potrebami učencev, med drugim tudi s primanjkljaji na področju vztrajnosti, pozornosti in koncentracije. Obstaja veliko strokovne podpore, ena izmed njih pa je pomoč z umetnostjo, ki se uporablja kot raznolika izrazna sredstva oz. glasbeno, dramsko, plesno in likovno izražanje, z namenom pomagati posameznikom pri raziskovanju njihovih čustev, spodbujanju njihove samozavesti, reševanju čustvenih konfliktov, razvijanju socialnih veščin, odpravljanju tesnobnih stanj, izboljšanju samopodobe in izboljšanju vedenja. Ob pregledu literature smo ugotovili, da primanjkuje raziskav na področju nudenja pomoči z likovnimi dejavnostmi v okviru rednega pouka likovne umetnosti osebam s težavami z vztrajnostjo, pozornostjo in koncentracijo. V kvalitativno akcijsko raziskavo je bil vključen učenec, star 10 let. Potekala je v 12 korakih, vsak od njih pa je zajemal načrtovanje, akcijo in oceno doseženega rezultata/učnega procesa ter spremembo nadaljnjega akcijskega procesa pomoči z likovnimi dejavnostmi. Kvalitativni pristop je temeljil na opazovanju, analizi strukturiranih intervjujev pred dejavnostjo in po njej, analizi likovnih izdelkov učenca in analizi delno strukturiranih intervjujev po izvedeni dejavnosti. Izsledki raziskave so pokazali, da je proces uporabe različnih likovnih področij, tehnik, materialov in načinov likovnega izražanja in likovnih pojmov v okviru pouka likovne umetnosti pozitivno vplival na (učenčevo) vztrajnost, pozornost in koncentracijo. Večkrat kot smo izvajali akcijske korake, dlje je učenec vztrajal pri ustvarjanju likovnega izdelka. Njegova koncentracija in vztrajnost sta se tekom raziskave izboljševala, učenec pa je lažje sprejemal dejstvo, da sta za realizacijo kvalitetnega likovnega izdelka potrebna trud in vztrajnost. V okviru snovanja likovnega izdelka je bilo njegovo delo tudi vedno bolj samostojno. Učenec je realiziral vse likovne naloge, vendar so bile njegova vztrajnost, pozornost in koncentracija večja pri delu z likovnimi tehnikami in materiali, s katerimi je ustvarjal redko ali celo prvič. Te naloge so mu bile tudi ljubše. Učenec je tekom naših srečanj spoznal, da je pri ustvarjanju potrebno biti potrpežljiv in vztrajen, saj to vodi do kvalitetnejših likovnih izdelkov. Glede na ugotovitve raziskave lahko trdimo, da so se učenčeva vztrajnost, pozornost in koncentracija skozi srečanja krepile, saj je likovnim izdelkom namenil vedno več pozornosti, s koncentracijo ni imel težav, vztrajal je toliko časa, da je izdelek dokončal in vanj vključil vsebine, povezane z likovnim problemom. Likovne pojme je iz koraka v korak usvajal ter jih verbalno predstavil v okviru vrednotenja likovnega izdelka. Opazna je bila tudi pozitivna sprememba pri njegovem vzdušju pred srečanjem in po njem, saj mu likovno izražanje nudi zadovoljstvo in veselje. Pomanjkljivost izvedene kvalitativne akcijske raziskave je, da pridobljenih rezultatov ne moremo posplošiti. Določeno omejitev pa predstavlja tudi trajanje raziskave, saj bi bilo za jasnejše rezultate proces pomoči z likovnimi dejavnostmi potrebno spremljati daljše časovno obdobje (več kot tri mesece). Navzoča raziskava odpira tudi vprašanje o trajnosti učinkov in o prenosu pridobljenih veščin v druge učne predmete.

Ključne besede

pomoč z likovnimi dejavnostmi;pouk likovne umetnosti;težave z vztrajnostjo, pozornostjo in koncentracijo;prilagoditve dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [E. Bradeško]
UDK: 376:73(043.2)
COBISS: 32016643 Povezava se bo odprla v novem oknu
Št. ogledov: 347
Št. prenosov: 33
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: Fine arts therapy for a person with difficulty with persistence, attention, and concentration
Sekundarni povzetek: A teacher in the first two cycles of elementary school as well as a student teacher is confronted constantly to variety of students' special needs, including deficits in the areas of perseverance, attention and concentration. Arts therapy as one way of professional support involves different artistic means of arts: music, dance, drama and fine arts. Its aim is to help explore students’ emotions, improve their self-esteem, resolve their emotional conflicts, develop their social skills and improve symptoms of anxiety, their self-image and behavior. A review of literature revealed a lack of research in the field of providing assistance with art activities in the teaching of fine arts to students with perseverance, attention and concentration problems. In a qualitative action research, which was carried out in twelve steps, a ten year old boy was involved. Each step of the research included planning, action, evaluation of the achieved result or learning process and modification of further action in fine arts support. The qualitative approach was based on observation, analysis of structured interviews before and after the activity, analysis of the student's artwork and analysis of partially structured interviews after the activity. The results of the research revealed that the process of using various art fields, techniques, materials and methods of art expression and art concepts in the teaching of fine arts, had a positive effect on (student's) perseverance, attention and concentration. The more action steps were taken, the more persistent the boy was in finishing the artwork. His concentration and perseverance were improved during the research, he furthermore accepted easier the fact that effort and perseverance are essential for a quality artwork realization. During the process of designing the artwork, the boy became increasingly independent. He realized all art tasks, but his perseverance, attention and concentration were better when working with art techniques and materials which he used rarely or even for the first time. He also preferred these tasks more. During our meetings, the boy realized that it is necessary to be patient and persistent in creating, as this leads to better quality of artwork. According to the results of the research it is evident that the boy’s perseverance, attention and concentration increased through our meetings, as he paid more and more attention to artwork, had no problems with concentration, persisted until the product was completed and also integrated the required content according to the art problem. He furthermore adopted art concepts step by step and introduced them verbally while assessing his artwork. There was also a positive change in the atmosphere before and after the meeting as artistic expression provides him satisfaction and joy. The disadvantage of the conducted qualitative action research is that the obtained results cannot be generalized. A certain limitation is also the duration of the research, as for clearer results it would be necessary to monitor the process of assistance with art activities for a longer period of time (more than three months). The present research also raises the question of sustainability of effects and transferring acquired skills to other subjects.
Sekundarne ključne besede: backward child;fine arts;otrok s posebnimi potrebami;likovna umetnost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 130 str.
ID: 12072009