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Title:NAČIN IZBIRE LIKOVNIH MOTIVOV PRI NAČRTOVANJU LIKOVNE NALOGE
Authors:ID Megla, Klara (Author)
ID Duh, Matjaž (Mentor) More about this mentor... New window
ID Herzog, Jerneja (Comentor)
Files:.pdf UNI_Megla_Klara_2012.pdf (3,97 MB)
MD5: A92DDE439EA2F32604121ED508637CBA
PID: 20.500.12556/dkum/9014a5a7-1807-4c1f-916f-ae4897c86fb9
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:V teoretičnem delu diplomskega dela predstavljamo razvoj otrokovih sposobnosti, ki so pomembne za njegovo likovno ustvarjanje. Nadalje predstavljamo razvoj likovnega izražanja pri otrocih in stopnje razvoja, natančneje pa predstavljamo tudi značilnosti likovnega izražanja otrok v prvih treh razredih osnovnega šolanja. Predstavili smo tudi vsebine likovne naloge - likovna področja, tehnike, likovni problem in temo ter motiv. Slednjega smo razdelali najpodrobneje, saj smo opisali tudi, v kakšnem odnosu je s temo in tehniko. Spregovorili smo tudi o učenčevem dojemanju likovnega motiva. Dotaknili smo se še izbiranja likovnega motiva s strani učiteljev. Empirični del raziskave smo razdelili na dva dela. V prvem predstavljamo rezultate raziskave, v kateri smo analizirali, po katerem ključu učitelji najpogosteje izbirajo motive za likovno nalogo, ali so pri tem pozorni na ostale elemente likovne naloge (področje, tehniko, problem), ali motive izbirajo raznoliko ter ali motivom pripisujejo primerne likovne probleme. V drugem delu empiričnega dela naloge predstavljamo še likovne izdelke otrok, ki smo jih analizirali glede na raznolikost motivov in primernost izbranih motivov v oziru na uporabljene likovne tehnike in format slikovne oz. risalne podlage. Rezultati prvega empiričnega dela kažejo, da učitelji motive najpogosteje črpajo iz snovi pri drugih predmetnih področjih, letnih časov in aktualnih dogodkov. Učitelji po večini izbirajo primerne kombinacije likovnega motiva in problema, motive pa po večini izbirajo raznoliko. Na podlagi rezultatov drugega empiričnega dela lahko trdimo, da učitelji za ustvarjanje pri likovni vzgoji najpogosteje izbirajo mešane likovne tehnike, in likovne tehnike s področja slikanja. Motive izbirajo precej raznoliko, vendar so premalo dosledni pri izvajanju likovnih tehnik in uporabi šablon. Učencem za ustvarjanje ponujajo vedno enake formate slikovnih oz. risalnih podlag, ki jih velikokrat ne izbirajo z ozirom na likovno tehniko.
Keywords:osnovna šola, razredni pouk, likovni motiv, likovna tehnika, likovna naloga
Place of publishing:Maribor
Publisher:[K. Megla]
Year of publishing:2012
PID:20.500.12556/DKUM-22073 New window
UDC:73/76(043.2)
COBISS.SI-ID:18983176 New window
NUK URN:URN:SI:UM:DK:K5FRX7RT
Publication date in DKUM:12.03.2012
Views:4346
Downloads:944
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:MANNERS OF SELECTING ART MOTIVES WHILE PLANNING ART ASIGNMENTS
Abstract:The theoretical part of the diploma work presents the development of children's abilities, which are important for its artistic creativity. Furthermore, we present the development of artistic expression with children and levels of development. We depict children’s artistic way of expression in the first three grades of primary school. We also present the content of an art assignment – artistic scope, art techniques, art theme and motif. The latter is also described in detail, more specifically, what is its connection to the theme and technique. We dealt with pupils' perceptions of an art motif. The selection of art motives as a part of teacher’s work is mentioned. Empirical research was divided into two parts. The first part presents research’s results in which we analyzed, how teachers tend to select motives for their assignments or they pay attention to other elements of art assignments (scope, technique, problem). Whether they choose a variety of designs and whether they assign proper art problems to each motif. The second part presents children's products, which were analyzed in terms of diversity of motives and appropriateness of the selected motif in the context of used art techniques and the format of the drawing surface. The results of the first empirical work suggest that most teachers’ motifs are drawn from materials in other subject areas, seasons and current events. Teachers tend to select an appropriate mix of art motives and problems. The selection of motives is diverse. Based on the results of other empirical work it can be argued that art teachers often choose a mixture of art techniques and painting techniques. The selection of motives is diverse but they are not consistent in the implementation of art techniques and in using stencils. Pupils regularly use the same drawing pad or paper format which often is not chosen with regard to the art technique.
Keywords:primary school, classroom teaching, artistic design, art techniques, art assignment


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