20.500.12556/DKUM-13721 ANALIZA IZBORA BARVE IN OBLIKE PRI OSNOVNOŠOLCIH IN ŠTUDENTIH OB POSAMEZNIH POJMIH THE ANALISYS OF COLOUR AND SHAPE IN PRIMARY AND FACULTY STUDENTS REGARDING INDIVIDUAL NOTIONS Diplomsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu smo opisali barvo, barvne dimenzije in razložili psihološko-simbolne vrednosti barv. V nadaljevanju smo predstavili obliko, podrobneje smo se dotaknili psihodiagnostične vrednosti črt in oblik. To poglavje vsebuje podpoglavje o različnih črtah in o diagnostični vrednosti črt in oblik na otroških risbah. Opisali smo tudi odnos med barvo in obliko ter razvoj likovnega izražanja otrok. V empiričnem delu nas je zanimalo, katero barvo in obliko bodo izbrali osnovnošolci in študentje razrednega pouka v preizkusu, sestavljenem iz dvanajstih pojmov: varnost, nevarnost, tiho, glasno, zima, poletje, veselje, žalost, mirovanje, gibanje, moč, šibkost. Zanimalo nas je, katere barve prevladujejo pri pestrih barvah: tople ali hladne barve in nepestrih barvah: bela ali črna barva in katere oblike: mehke ali trde oblike. Pridobljena empirična spoznanja razkrivajo odgovore na raziskovalna vprašanja v poglobljenih analizah, povzamemo pa lahko naslednje: osnovnošolci in študentje so za posamezen pojem večinoma izbrali enako najpogostejšo barvo, pri izbiri oblike pa različno najpogostejšo obliko. Razpršenost odstotkov je večja pri izbiri oblike. Izrazitejše odstotke pri izbiri barve in oblike so izbrali predvsem študentje. Glede na pestre barve so se osnovnošolci in študentje ob posameznem pojmu večinoma odločali za enako barvo (toplo oz. hladno barvo). Ob posameznih pojmih nekoliko prevladuje izbira toplih barv. Glede na nepestre barve so se osnovnošolci in študentje večinoma odločali za enako barvo. Prav tako so se pri izbiri oblike večinoma odločali za enako obliko (mehko oz. trdo obliko). Osnovnošolci so ob posameznih pojmih pogosteje izbrali trde oblike, kot študenti. ABSTRACT The diploma paper is divided into the theoretical and empirical part. The theoretical part describes colour, colour dimensions and explains psychological and symbolic values of colours. The paper then addresses shape with a detailed analysis of psycho-diagnostic values of lines and shapes. This chapter contains a subchapter which addresses different lines and the diagnostic value of lines in the drawings of children. This is followed by a discussion of the relation between colour and shape and the development of the artistic expression of children. The empirical part deals with the question which colour and shape would be chosen by the primary school children and students of primary teacher education; the test was made up of twelve notions: safety, danger, silent, loud, winter, summer, joy, sadness, stillness, motion, power, weakness. The paper deals with the question which colours dominate in vivid colours: warm or cold colours and in non-vivid colours: white or black, which shapes: soft or hard lines. The gathered empirical data holds the answers to the posed questions which have been thoroughly analysed; the following can be summarised: the primary school children and students have generally chosen the same frequently used colour; in shapes they have chosen a different frequently used shape. The dispersion of the results is bigger in the choice of shape. More distinctive percentages in the choice of colour were mostly chosen by the students. In vivid colours the primary school children and the students have generally chosen the same colour for the same notion (warm or cold colour). The choice of warm colours is somewhat prevailing in certain notions. The primary school children and students have generally chosen the same non-vivid colour. The two groups have also generally chosen the same shape (soft or hard lines). The primary school children have associated hard lines with the given notions more often than the students. likovna vzgoja barva oblika povezava barve in oblike art pedagogy colour shape the relation between colour and shape true true false [T. Mahne] Slovenski jezik Angleški jezik Diplomsko delo 2010-04-18 18:52:29 2010-05-18 12:22:12 2022-04-12 11:26:05 2023-12-16 03:27:32 2010 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 73/76(043.2) 17603848 URN:SI:UM:DK:LJ0OUHIB UNI_Mahne_Tjasa_2010.pdf UNI_Mahne_Tjasa_2010.pdf 1 1E1D1D8541C65697F8EF82E3F7D0A3E4 546f137dd81267e987162d45bcb18a3d4ab52d520ab4f4591790219fa1e1956d f9f22d9b-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/e8dde640-4ac9-4da9-a909-7514be199113 https://dk.um.si/Dokument.php?lang=slv&id=14098 Pedagoška fakulteta 0 0 0