diplomsko delo
Mojca Babič (Avtor), Uršula Podobnik (Mentor)

Povzetek

Igra je za otroka vir izkušenj, informacij in motivacije za delo. Preko igre otrok udejanja svoje potenciale, prav tako pa se zacne tudi likovno ustvarjanje. Otrok opazuje, posnema in z razlicnimi materiali povzame okolje okoli sebe v risbi. Preko tega se otrok uci in izkušnje prenaša v življenje in jih nadgrajuje. Ob tem pa ne smemo pozabiti na otroke s pomanjkanjem vida ali otrok brez vida. Tudi njim moramo omogociti, da preko umetnosti izrazijo svoj pogled na svet, se prek tega ucijo, pridobivajo nove izkušnje in informacije, ki jih kasneje prenesejo v svoje življenje. Vecina otrok s težavami z vidom ima možnost šolanja v rednih programih šole in pred tem tudi obiskovati redne vrtce, kjer gradijo na socializaciji in vkljucevanju slepih in slabovidnih otrok. Ob vstopu slepega ali slabovidnega otroka v reden vrtec ali šolo je bistvo izobraževanje strokovnih delavcev, ki se s tem srecajo prvic in nimajo nobenih izkušenj, na kakšen nacin otroku ponuditi toliko kot videcim ucencem. Pred zacetkom šolskega leta je treba skrbno nacrtovati cilje, ki naj bi jih otrok skozi leto dosegel, in pa izdelati individualni program za slepega ali slabovidnega otroka. Diplomsko delo temelji na predstavitvi dobre prakse. Z njo želim prikazati nacine, kako otroka privabiti v delo likovne umetnosti na nacin, da z ostalimi vrstniki opravlja enake ali vsaj podobne izdelke s pomocjo razlicnih pripomockov in tehnik, ki jih lahko za seboj tudi potipa in jih na ta nacin ovrednoti. V diplomskem delu me je zanimalo, s kakšnimi izzivi se pri spoznavanju likovne umetnosti v domacem okolju, vrtcu in šoli sooca slep ucenec in kako se s tem spopadajo njegovi starši, vzgojiteljica, uciteljica ter otrokova mobilna tiflopedagoginja. S slepim ucencem sva v okviru diplomske raziskave opravila tudi tri posebej prilagojene likovne dejavnosti, skozi katere sva iskala nacine, kako decku omogociti cim vecje možnosti za samostojno opravljanje naloge ter lažjo razlago likovnih pojmov, ki se skrivajo v vsaki izmed obravnavanih likovnih tehnik. V ta namen sem v vzorec raziskave vkljucila otrokove starše, vzgojiteljice, uciteljico in mobilno tiflopedagoginjo in z njimi izvedla delno strukturirane intervjuje. Z ucencem sem nato izpeljala še tri prilagojene likovne dejavnosti za spoznavanje treh likovnih podrocij in pojmov, ki se skrivajo v izbrani tehniki. To so podrocje risanja, slikarstva in kiparstva in na podlagi pogovora med in po sami dejavnosti sem svoje prilagojene dejavnosti tudi analizirala. Na podlagi analize intervjujev in prilagojenih treh dejavnosti sem ugotovila, da se vsi sodelujoci v raziskavi z ucencem trudijo, da bi bil udeležen v cim vec dejavnostih, ki jih opravljajo njegovi vrstniki. Likovna umetnost je eden izmed predmetov, ki ga je otroku, ki je brez vida, težko obrazložiti in mu brez nasvetov strokovnjakov ali svojih dolgoletnih izkušenj z delom s slepimi ljudmi težko predstaviti. Skrbno je treba nacrtovati in organizirati uro likovne umetnosti, saj je treba predvideti, kako bomo slepemu otroku predstavili in ponudili materiale, da bo njegovo delo lahko kakovostno in poucno kljub temu, da ne vidi. Zanašamo se na materiale, ki jih lahko potipa. In ravno tega se držijo vsi udeleženci v raziskavi. Drug drugemu so v oporo, se spodbujajo in si delijo nasvete, kar pa je kljucnega pomena pri inkluziji slepega decka v sam ucni proces. Prilagoditev likovnih tehnik otroku s težavami vida zna biti poseben izziv, vendar s pravim izobraževanjem in pomocjo strokovnjakov lahko dosežemo vse zadane cilje in celo vec. Vse, kar potrebujemo, je kancek zanimanja, iznajdljivost in podporo vodstva, sodelavcev ter otrokovih staršev.

Ključne besede

slep učenec;slepota;likovna umetnost;prilagoditve likovnih tehnik;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Babič]
UDK: 373.2(043.2)
COBISS: 163153923 Povezava se bo odprla v novem oknu
Št. ogledov: 57
Št. prenosov: 3
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: Case study on the adaptation of three artistic activities for a blind child in kindergarten and first grade of primary school
Sekundarni povzetek: To a child, play represents a source of experience, information and work motivation. Through play, the child realizes their potential, and artistic creation also begins trough the said process. The child observes, imitates and uses various materials to summarize the environment around them in the form of a drawing. By the help of play, the child learns and transfers experiences to everyday life and builds upon them. Yet, we must not forget children with a lack of vision or children without vision. We must also enable them to express their view of the world through art, to learn through it and to obtain new experience and information which they can later transfer to their lives. Most children with vision impairments have the opportunity to attend regular school programs and beforehand attend regular kindergartens as well, where there is an emphasis on socialization and inclusion of blind and partially sighted children. As a blind or partially sighted child enters a regular kindergarten or school, it is essential to properly train the professionals who encounter this situation for the first time and have no experience with offering the child as much as to the sighted students. Before the school year starts, it is necessary to carefully outline the goals that the child should achieve throughout the year and to put together an individual program for a blind or partially sighted child. The thesis presented hereby is based on the presentation of good practice. Trough the said thesis, I aim to show ways to attract a child to the work of fine art in a way that enables the child to produce the same or at least similar products compared to their peers with the help of various tools and techniques which the child is able to touch and evaluate them in this way. In my thesis, I explored the question of what challenges a blind student is facing when learning about fine arts in their home environment, kindergarten and school, and how his parents, educator, teacher, and the child's mobile teaching assistant undertake the task. As part of the thesis research, I also carried out three specially adapted art activities with a blind student, through which we searched for ways to give the boy as many opportunities as possible to carry out the task independently and to make it easier to explain the art concepts hidden in each of the said art techniques. For this purpose, I included the child's parents, kindergarten teachers, school teacher and a mobile teaching assistant in the research sample and conducted semi-structured interviews with them. I then carried out additional three adapted art activities with the student in order to learn about the three art fields and concepts hidden in the chosen technique, namely the fields of drawing, painting and sculpture. Based on the conversation during and after the activity, I have also analysed my adapted activities. From the analysis of the interviews and the adapted three activities, I was able to conclude that all participants in the research with the student aim to make sure that the blind student participates in as many activities performed by his peers as possible. Fine art represents one of the subjects which is difficult to explain to a vision impaired child and without the aid of experts or many years of experience working with blind people, it is difficult to present the concept to the child. An art lesson should be carefully planned and organized since it is necessary to foresee how we will present and offer materials to a blind child so that they can work in a high quality and instructive manner, despite their lack of vision. We rely on materials that can be touched and felt; this is exactly what all the research participants adhere to. They support and encourage each other and share advice, which is crucial in the process of inclusion of a blind boy in the learning process itself. Accustoming art techniques to a child with vision impairment can be a unique challenge, yet with the right education and professional help, we can achieve all the set goals and more. All we need is an amount of interest, ingenuity and support provided by the management, colleagues and the child's parents.
Sekundarne ključne besede: blind student;blindness;art;customizing art techniques;Predšolska vzgoja;Slepi in slabovidni;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF (40 str.))
DOI: 20.500.12556/RUL-149113
ID: 19884061