magistrsko delo
Soraja Rutar Slivnik (Avtor), Beatriz Tomšič-Čerkez (Mentor)

Povzetek

Ljudje smo po naravi ustvarjalna bitja in povezana z naravo. Že v preteklosti so ljudje kazali svojo ustvarjalnost na področju glasbe, likovne umetnosti in raznoraznih vsebin. Narava je bila njihova učilnica. Učili so se živeti v ravnovesju z naravo in biti eno z njo. V današnjem času pa je to postalo povsem drugače. Zaradi hitrega načina življenja in tako naglega razvoja, drugačnih ciljev pa smo mi ta stik z naravo izgubili (Pori in Klopčič Hološević, 2016). To smo posledično nezavedno prenesli na otroke, ki pa le-ti danes odraščajo precej odtujeni od narave. Veliko časa preživijo v zaprtih prostorih, v katerih so neaktivni in brez spodbud z naravnega okolja. Otroci potrebujejo preživljanje v naravi, tako prosto igro kot tudi samo učenje v naravi, v zunanjem okolju. Tudi na področju izobraževanja ni nič drugače. Učitelji se še kar poslužujejo poučevanja v matičnih učilnicah, v zaprtih prostorih, in se večinoma odpravijo ven na prosto le v primeru kakšne športne ure ali morebiti kdaj kakšne naravoslovne teme, ki se jo sicer težko prikaže v notranjem, zaprtem prostoru. Če torej želimo, da otrok nazaj vzpostavi stik z naravo, jo mora doživeti, doživel pa jo bo le tako, če bo v njej. Veliko je že raziskanega, kako poučevanje v naravi, princip gozdne pedagogike pozitivno vpliva na otroke. Zelo malo pa je raziskanega specifično z vidika vpliva gozda na ustvarjalnost pri izvajanju likovnih nalog. V teoretičnem delu smo opisali ustvarjalnost na splošno, pomen spodbujanja le-te pri učencih, različne strategije spodbujanja ustvarjalnosti, na splošno ustvarjalnost otrok in specifično ustvarjalnost pri likovni umetnosti, dejavnike likovne ustvarjalnosti, po katerih smo vrednotili likovne izdelke v empiričnem delu, in nato še nekaj besed o motivaciji. Kasneje smo se še bolj posvetili področju izvajanja pouka na prostem in se nato dotaknili specifično gozdne pedagogike kot ene izmed oblik učenja na prostem. Le-to smo namreč tudi mi uporabili v empiričnem delu. V empiričnem delu smo s kvalitativno raziskavo in deskriptivno metodo ugotavljali razliko med ustvarjalnostjo likovnih izdelkov in motivacijo učencev pri izvajanju likovnih nalog v notranjem okolju (notranja učilnica) in zunanjem okolju (gozdna učilnica). Z učenci smo izvedli 6 likovnih nalog, in sicer 3 likovne naloge v notranjem prostoru (notranji učilnici), 3 naloge pa v zunanjem prostoru (gozdni učilnici). S podrobno analizo likovnih izdelkov učencev smo poskušali ugotoviti, kako vpliva gozd kot zunanje učno okolje na ustvarjalnost, motivacijo otrok in samo razpoloženje učencev. Na podlagi treh ocenjevalcev, ki so ocenjevali likovne izdelke otrok po stopnjah, po opazovanju in po pogovoru z učenci, so rezultati raziskave pokazali, da so učenci pokazali višjo stopnjo ustvarjalnosti in motivacije pri likovnem ustvarjanju v zunanjem prostoru (gozdni učilnici) kot v notranjem prostoru (notranji učilnici). Glede na dobljene rezultate lahko spodbudimo, da se še kakšen pedagog, natančneje likovni pedagog odloči za izvajanje likovnih nalog v zunanjem okolju (gozdni učilnici) in otrokom omogoči to izkušnjo.

Ključne besede

likovna ustvarjalnost;učenci;gozdna pedagogika;učenje na prostem;motivacija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Rutar Slivnik]
UDK: 7:373.3(043.2)
COBISS: 101173507 Povezava se bo odprla v novem oknu
Št. ogledov: 87
Št. prenosov: 4
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: Creativity and motivation of pupils in artistic expression in the forest as an outdoor environment
Sekundarni povzetek: Humans have always been creative beings and well connected with nature. Already in the past, people have shown their creativity in the field of music, fine arts and various other contents. Nature was their classroom. They learned to live in balance with nature and be one with it. Nowadays, however, this has become completely different. Due to the fast lifestyle, and such rapid development, but different goals we have lost this contact with nature (Pori and Klopčič Hološević, 2016). As a result, we unconsciously passed this on to our children, who today are growing up quite alienated from nature. They spend a lot of time indoors, where they are inactive and without stimuli from the natural environment. Children need to spend time in nature, for free play as well as learning in nature, in the outdoor environment. There is no difference in the field of education either. Teachers still teach in their indoor classrooms and mostly go outdoors only in case of a sports lesson or some science topics which are otherwise difficult to show indoors. So, if we would like the child to make contact with nature back, he must experience it, and he will experience it only if he is in it. Much has already been researched on how teaching in nature, the principle of forest pedagogy, has a positive effect on children. However, very little has been researched specifically in terms of the impact of the forest on creativity in performing art tasks. In the theoretical part we described creativity in general, the importance of encouraging it in students, different strategies to encourage creativity, children's creativity in general and specific creativity in fine arts, factors of artistic creativity by which we evaluated art products in empirical work and then a few words about motivation. Later, we focused even more on the field of outdoor teaching and then touched specifically on forest pedagogy as one of the forms of outdoor learning. We also used this type of outdoor teaching in empirical work. In the empirical part, we used qualitative research and a descriptive method to determine the difference between the creativity of art products and the motivation of students in performing those arts in the indoor environment (indoor classroom) and the outdoor environment (forest classroom). We performed 6 art tasks with the students, namely , 3 art tasks in the indoor space (indoor classroom) and the other 3 tasks in the outdoor space (forest classroom). With a detailed analysis of students' art products, we tried to determine how the forest, as an external learning environment, affects the creativity, motivation, and the mood of the children. Based on three evaluators who evaluated children's art products by levels, by observation and after talking to students, the results of the research showed that students showed a higher level of creativity and motivation in creating art outdoors (forest classroom) than indoors (indoor classrooms). Based on the obtained results, we can encourage another pedagogue, more precisely an art pedagogue, to decide to perform art tasks in the outdoor environment (forest classroom) and provide children with this experience.
Sekundarne ključne besede: Osnovnošolsko izobraževanje;Likovna vzgoja in izobraževanje;Gozdovi;Ustvarjalni pouk;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Strani: 151 str.
ID: 14767550