Primerjava risbe človeške figure učencev z lažjimi intelektualnimi primanjkljaji in učencev značilnega razvoja

magistrsko delo

Kaja Pristavec (Avtor), Milena Košak Babuder (Mentor), Uršula Podobnik (Komentor)

Povzetek

Risba je otrokov način sporazumevanja z okolico. Z vsakim likovnim izdelkom otrok izraža samega sebe, hkrati pa je likovno izražanje tudi prikaz in pridobivanje novih spretnosti. Razvoj otroške risbe je povezan s kognitivnim razvojem otroka in poteka skozi določene faze (od faze čečkanja, ki ji sledi simbolna faza, do realistične faze). Na simbolni stopnji otrok začne risati sheme, ki predstavljajo predmete. Takrat se začne razvijati tudi otrokova risba človeške figure, ki jo v simbolni fazi najpogosteje riše. Otrokovo risbo človeške figure lahko povežemo tudi z njegovo intelektualno dozorelostjo, saj pri otrocih z lažjimi intelektualnimi primanjkljaji opazimo upočasnjen razvoj tudi na področju risbe človeške figure. Čeprav bistvo otrokovega likovnega izražanja ni kvantitativno merjenje likovnih dosežkov, pa lahko s pomočjo zavedanja pedagogov, za kakšne razlike gre pri likovnem izražanju učencev z lažjimi intelektualnimi primanjkljaji glede na učence v rednih osnovnih šolah, pripomoremo k bolj učinkovitemu in posamezniku prilagojenemu doseganju ciljev na likovnem področju otrokovega izražanja. Z raziskavo v okviru magistrskega dela smo želeli ugotoviti, kakšne razlike se pojavljajo pri risbi človeške figure med učenci z lažjimi intelektualnimi primanjkljaji in učenci značilnega razvoja. Vzorec je sestavljalo 13 učencev, od tega je 6 učencev, ki obiskujejo prilagojen program osnovne šole z nižjim izobrazbenim standardom – NIS (3 učenci iz 3. razreda in 3 učenci iz 6. razreda) ter 7 učencev, ki obiskujejo redno osnovno šolo – ROŠ (4 učenci iz 3. razreda in 3 učenci iz 6. razreda), ki so sestavljali skupini, v okviru katerih je potekalo zbiranje empiričnega gradiva. V vsaki skupini smo v razmiku enega tedna izvedli po 2 srečanji, ki so potekala v istem mesecu. Učenci vsake izmed skupin so narisali dve risbi - risbo stoječe človeške figure in človeške figure v gibanju po spominu (prvo srečanje) ter risbo stoječe človeške figure in človeške figure v gibanju po predhodnem neposrednem opazovanju in s predhodnim ozaveščanjem določenih značilnosti človeške figure (drugo srečanje). Risbe učencev, ki smo jih razdelili v 4 skupine (ROŠ3, NIS3, ROŠ6 in NIS6), smo točkovali s Testom risanja človeka (Goodenough, 1926), nato pa vsako risbo še kvalitativno analizirali. Med učenci ROŠ3 in NIS3 lahko pri analizi rezultatov opazimo razlike med povprečjem doseženega števila točk na Testu risanja človeka pri risbi 1 in risbi 2. Med skupino učencev ROŠ6 in NIS6 večjih razlik med povprečjem doseženega števila točk pri risbi 1 in risbi 2 ne opazimo. Pri mlajših učencih (3. razred) smo ugotovili, da se kompleksnost risbe razlikuje glede na program osnovne šole (ROŠ ali NIS), ki ga učenec obiskuje. Pri starejših učencih razlika ni tako očitna (6. razred), kar bi lahko pripisali že bolj oblikovanemu lastnemu likovnemu izrazu, ki vpliva na način risanja. Razlike med risbami so zato bolj individualne in manj očitne pri primerjavi skupin učencev značilnega razvoja in učencev z lažjimi intelektualnimi primanjkljaji. Pri treh učencih od štirih v skupini ROŠ3 je napredek na risbi 2 glede prikaza figure v gibanju v primerjavi z risbo 1 opazen, medtem ko manjši napredek lahko opazimo zgolj pri enem učencu od treh v skupini NIS3. Pri vseh učencih iz obeh skupin ROŠ6 in NIS6 pa je ta napredek jasno viden. V risbah učencev iz ROŠ in NIS najdemo podobne izboljšave, nekatere pa so popolnoma individualne in podrobno razložene v posameznih analizah in interpretacijah risb.

Ključne besede

učenci z lažjimi intelektualnimi primanjkljaji;likovno izražanje;likovna umetnost;otroška risba;človeška figura v otroški risbi;upočasnjen razvoj likovnega izražanja;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2022
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[K. Pristavec]
UDK:	376(043.2)
COBISS:	123920131
Št. ogledov:	1
Št. prenosov:	0
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Comparison of human figure drawings by the students with mild intellectual disabilities and by the mainstream students
Sekundarni povzetek:	Drawing is a child’s way of communicating with the surroundings. With each artistic piece, the child expresses himself, but at the same time, artistic expression is the demonstration and acquisition of new skills. The development of children’s drawings is connected to their cognitive development and proceeds through certain phases (from the scribbling phase, followed by the symbol phase to the realistic phase). At the symbolic phase the child starts to draw schemes, which represent objects. This is also when the child's drawing of the human figure, which he most often draws in the symbolic phase, begins to develop. The child's drawing of the human figure can also be linked with his intellectual maturity, as children with mild intellectual disabilities also show delayed development in the area of drawing the human figure. Although the essence of the child’s artistic expression is not a quantitative measurement of artistic achievements, pedagogues' awareness of the differences in the artistic expression of pupils with mild intellectual disabilities compared to pupils in regular primary schools can help to make the achievement of the child's artistic expression goals more effective and personalised. The research for this Master's thesis aimed to find out what differences occur in the drawing of the human figure between pupils with mild intellectual disabilities and those with typical development. The sample consisted of 13 pupils, 6 pupils attending the adapted programme of a lower-education standard primary school – LES (3 pupils from grade 3 and 3 pupils from grade 6) and 7 pupils attending a regular primary school – RPS (4 pupils from grade 3 and 3 pupils from grade 6), who formed the groups within which the empirical material was collected. In each group, 2 meetings were held in the same month, one week apart. The pupils in each group drew two drawings - a drawing of a standing human figure and a human figure in motion from memory (first meeting) and a drawing of a standing human figure and a human figure in motion after direct observation and with prior awareness of certain features of the human figure (second meeting). The drawings of the pupils, who were divided into 4 groups (RPS3, LES3, RPS6 and NIS6), were scored using the Human Drawing Test (Goodenough, 1926) and then each drawing was qualitatively analysed. When analysing the results, we can observe differences between the average scores on the Human Drawing Test for Drawing 1 and Drawing 2 between RPS3 and LES3. We did not observe any significant differences between the average scores on Drawing 1 and Drawing 2 between the RPS6 and NIS6 groups. For the younger pupils (grade 3), we found that the complexity of the drawing varies according to the primary school programme (RPS or LES) that the pupil attends. For older pupils, the difference is not so evident (grade 6), which could be attributed to a more formed artistic expression that influences the way they draw. The differences between the drawings are therefore more individual and less obvious when comparing groups of pupils with typical development and those with mild intellectual disabilities. For three out of four pupils in the RPS3 group, the progress in Drawing 2 in terms of the representation of the figure in motion compared to Drawing 1 is noticeable, while a smaller progress can only be observed for one out of three pupils in the LES3 group. However, for all pupils in both RPS6 and NIS6 groups, this progress is clearly visible. Similar improvements can be found in the drawings of the RPS and LES pupils, some of which are completely individual and are explained in detail in the individual analyses and interpretations of the drawings.
Sekundarne ključne besede:	Risba;Otroci;Univerzitetna in visokošolska dela;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani:	VIII, 135 str.
ID:	16642849