Odnos med likovno umetnostjo in šolskim predmetom likovna umetnost v našem prostoru skozi čas

magistrsko delo

Andreja Jamnik Oblak (Avtor), Beatriz Tomšič-Čerkez (Mentor), Darij Zadnikar (Komentor)

Povzetek

Likovna vzgoja je nujna vzgojno-izobraževalna vsebina, potrebna za normalen psihofizični razvoj posameznika. Potrebo po ustvarjanju je imel človek že vse od začetkov razvoja civilizacije. Sprva njegov namen seveda ni bil kreiranje umetnin, pač pa je želel zadovoljiti svojo lastno kreativno potrebo z materiali, ki so mu bili na voljo. Tudi v kasnejših obdobjih se je umetnost seveda spreminjala in prevzemala različne vloge. Likovna vzgoja kot šolski predmet pa je v zadnjih stopetdesetih letih izrazito napredovala v svojem cilju urjenja otrokovega izražanja podob in tvorjenja vizualnega produkta. Učenec je tako v zadnjih stopetdesetih letih »prehodil« pot od golega šabloniranja vzorcev, posnemanja oblik in kopiranja do višjih kognitivnih funkcij in tako do danes prišel do globljega notranjega razumevanja podob, ki jih ustvarja; s pomočjo likovnega znanja pa na podlagi svojih izkušenj kreira sebi lasten likovni izrazni svet. Učiteljeva vloga ni preprosta: poznati otroka in njegovo predhodno likovno znanje ter se empatično vključevati v njegov psihofizični razvoj ob velikem številu učencev v razredu absolutno ni enostavno. To dokazujejo primeri učiteljev, ki različno vrednotimo otroška likovna dela, ko seveda otroka ne poznamo. V prihodnje bi bilo nujno potrebno zmanjšati število učencev v razredu povečati število ur pouka za vse učence. Umetnost sama ne vpliva neposredno na likovno vzgojo v šoli, kjer pouk poteka po smernicah učnega načrta. Učitelj s čim več ustvarjalne domišljije izvabi iz učenca kreativen likovni izraz ter vzpodbuja različne izrazne možnosti. Zato se mi zdi zanimivo razmišljanje o primerjavi med odraslo in otroško »umetnostjo« in dojemanjem sveta. Otrok pravzaprav ne ustvarja umetnosti, pač pa gradi sebi lasten likovni izraz. Umetnikov slog se oblikuje preko njegovega kontinuiranega razvoja, medtem ko učenec ne razmišlja o tem, da ustvarja umetnost, temveč gradi temelje za izraznost notranjega in sveta, ki ga opazuje. Otrokova izraznost potrebuje veliko razumevanja in poznavanja otroške psihologije (zato analiza po Vigotskem in Piageju).

Ključne besede

filozofija umetnosti;filozofija edukacije;zgodovina likovne vzgoje;cilji likovne vzgoje;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2016
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Jamnik Oblak]
UDK:	73:373.3(043.2)
COBISS:	11316041
Št. ogledov:	1149
Št. prenosov:	118
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The relationship between fine art and fine arts school subjects in our area over time
Sekundarni povzetek:	Visual arts are an essential educational discipline, necessary for a normal mental and physical development of the individual. Man has felt the need to create from the very beginning of his existence. Of course his purpose was not the creation of artworks, but rather satisfying his innate creative urges with the materials at hand. Art has naturally transformed and played various roles through the ages. Art education as a school subject has significantly progressed in its goal of developing a child’s ability to express forms and create a visual product. In the past century, the student has hence “walked the path” from bare stencil work, imitating shapes and copying to higher cognitive functions and has thus now achieved a deeper internal understanding of the images he is creating. With the help of his knowledge of art and with the foundation of his own experience, the student creates his own world of visual expression. The role of the teacher is not a simple one: to know a child and his prior art education, and to be emphatically involved in his physical and mental development is not an easy task considering the large number of students in the classroom. This is proven by cases in which teachers mark the children’s artworks differently as a consequence of not knowing the children themselves. In the future it would be necessary to decrease the number of students per class and increase the number of weekly hours dedicated to visual arts. Art itself does not directly influence art education in schools, where classes take place according to the established guidelines of the curriculum. The teacher uses creative imagination to elicit creative artistic expression from the pupil and encourages various different forms for such expression. Hence I find interesting the reflection on the comparison of adult and children’s ‘art’ and their perception of the world. A child is actually not creating art for the sake of art, but is rather creating an artistic expression that is unique to him as an individual. An artist's style is shaped throughout his continuous development, while a pupil does not think about the fact that he is creating art, but is rather building foundations which will help him showcase his inner world as well as the outside world that he is observing. A child's expression requires a great deal of understanding and knowledge of child psychology (hence Vygotsky and Piaget's cognitive theories are used).
Sekundarne ključne besede:	primary education;art education;osnovnošolski pouk;likovna vzgoja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	78 str.
ID:	9225498