diplomsko delo
Klementina Zavšek (Avtor), Robert Potočnik (Mentor)

Povzetek

Slepi in slabovidni učenci so zaradi primanjkljajev v povezavi z vidno funkcijo del skupine otrok s posebnimi potrebami. Zaradi šol, ki so v veliki meri naravnane po načelih inkluzije, se slepi in slabovidni izobražujejo v rednih vzgojno-izobraževalnih programih. Ker gre za posameznike, ki zaradi svojega stanja potrebujejo ustrezne prilagoditve, me je med pisanjem diplomske naloge vodilo zanimanje, kako se to odraža pri pouku likovne umetnosti. Katere so poti podajanja teoretičnih razlag novih pojmov in uresničevanj zastavljenih likovnih dejavnosti oziroma kako pri predmetu, ki je izrazito vizualno naravnan, spodbuditi ustvarjalnost. V svoji diplomski nalogi sem raziskovala načine, s katerimi so lahko slepi in slabovidni ne glede na svoje primanjkljaje čim bolj vključeni pri pouku likovne umetnosti. V empiričnem delu sem se osredotočila na opazovanje pouka likovne umetnosti slepe osmošolke z minimalnim ostankom vida. Likovno nalogo, vezano na človeške proporce, je izvedla na področju kiparstva. Poleg tega sem po končanju likovnega izdelka in zaključeni likovni nalogi z željo po boljšem razumevanju obravnavanega problema izvedla še tri intervjuje – z omenjeno učenko, njeno spremljevalko in njeno likovno pedagoginjo. Pri opazovanju sem bila pozorna na to, koliko je učenka med likovno dejavnostjo samostojna, s kakšnimi zagatami se med procesom sooča ter kje in kako ji pomagata njeni spremljevalka in likovna pedagoginja. Ugotovila sem, da je učenka izjemno samostojna in da do večjih težav med ustvarjanjem ni prišlo. Na trenutke sta ji pomagali tako spremljevalka z usmeritvami kot likovna pedagoginja s korekturami, pri čemer v učenkin izdelek nista preveč posegali. V intervjujih so mi vse tri udeleženke odgovorile na vprašanja glede izvedene likovne dejavnosti in tudi o likovni umetnosti na splošno, s čimer sem poglobila empirični del in pridobila vpogled v subjektivna doživljanja. Napisana diplomska naloga z ugotovitvami in praktično izvedbo pomembno vpliva na stroko, saj ruši prepričanje, da slepi in slabovidni učenci nečesa ne zmorejo. Hkrati širi poznavanje številnih možnih poti in pripomočkov, ki tem učencem pomagajo pri razumevanju obravnavane učne snovi.

Ključne besede

inkluzija;segregacija;optični pripomočki;neoptični pripomočki;elektronski pripomočki;tipne slike;tipne tehnike;tipne slikanice;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Zavšek]
UDK: 376-056.262:7(043.2)
COBISS: 113954819 Povezava se bo odprla v novem oknu
Št. ogledov: 0
Št. prenosov: 0
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: Involving blind and visually impaired pupils in art lessons
Sekundarni povzetek: Blind and visually impaired pupils are part of a group of children with special needs due to deficits related to visual function. Because schools are largely oriented towards the principles of inclusion, the blind and visually impaired are educated in regular educational programs. Since these are individuals who need appropriate adjustments due to their disability, I was most interested in finding how this is reflected in art lessons. What are the ways of giving theoretical explanations of new concepts and realizations of set art activities? That is, how to encourage creativity in a school subject that is distinctly visually oriented. In my thesis, I explored ways in which the blind and visually impaired can be as involved as possible in their art classes, regardless of their shortcomings. In the empirical part, I focused on observing the art lessons of a blind eighth-grader with minimal residual vision. She realized her artistic task, which was tied to human proportions, in the field of sculpture. In addition, after finishing the artwork and completing the art project, I conducted three more interviews with the desire to better understand the problem - with the pupil, her companion and her art pedagogue. I paid attention to how independent the pupil was during the art activity, what dilemmas she faced during the process and where and how her companion and art pedagogue helped her. I found that the pupil was extremely independent and that no major problems arose during the creation part of the process itself. At times, she was helped by her companion with guidance and her art pedagogue with corrections, without interfering too much with the pupil’s artwork. In the interviews, all three participants also answered questions related to the art activity in question and the art lessons in general, thus deepening my empirical work and gaining insight into subjective experiences. The written diploma thesis with its findings and practical implementation has a significant impact on the profession, as it destroys the belief that blind and visually impaired pupils cannot do something but rather expands the knowledge of many possible paths and tools that help pupils understand the subject.
Sekundarne ključne besede: Slepi in slabovidni;Učenci;Šolska integracija;Likovna vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Likovna pedagogika
Strani: 44 str.
ID: 15839865