AKTIVNOST UČITELJA IN UČENCEV V FAZI LIKOVNEGA USTVARJANJA

Benko, Barbara

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Title:	AKTIVNOST UČITELJA IN UČENCEV V FAZI LIKOVNEGA USTVARJANJA
Authors:	ID Benko, Barbara (Author) ID Batič, Janja (Mentor) More about this mentor...
Files:	UNI_Benko_Barbara_2012.pdf (2,48 MB) MD5: B91BED3B36EC97190065172BE619CFB6 PID: 20.500.12556/dkum/90582d31-cce8-40ea-844a-9ca9e47fc0f2
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo v teoretičnem delu opisuje ustvarjalnost kot temelj likovne vzgoje. Le dobro poznavanje ustvarjalnosti in ustvarjalnega procesa nas pripelje do ustvarjalnega izražanja učencev pri urah likovne vzgoje. Predstavili smo pogoje, ki morajo biti pri tem izpolnjeni, saj je uspešnost učencev pri likovni dejavnosti odvisna predvsem od njihove izpolnitve. Nato pa smo opisali artikulacijo učne ure likovne vzgoje, pri kateri smo se osredotočili predvsem na njen osrednji del, torej na fazo ustvarjanja in njene značilnosti. Empirični del diplomskega dela zajema študijo primera, s katero smo želeli ugotoviti, kaj se dogaja v osrednjem delu ure likovne vzgoje, torej v fazi likovnega ustvarjanja. Z vpogledom v dogajanje in proučitvijo stanja smo želeli ugotoviti, kako učitelji opravljajo svoje naloge in kako učenci rešujejo nalogo, ki jim je bila dana v reševanje. Pri tem smo bili pozorni na težave, s katerimi se srečujejo učitelji in učenci v osrednjem delu ure likovne vzgoje, in kako uspešno jih odpravljajo. V raziskavi so sodelovali učenci prvega, drugega, tretjega, četrtega in petega razreda treh osnovnih šol in njihovi razredni učitelji. Podatke smo zbirali z neposrednim opazovanjem, snemanjem ur s kamero in fotografiranjem. Na podlagi transkripcije smo analizirali učne ure. Ugotovitve so pokazale, da imajo na uspešno likovno izražanje učencev velik vpliv uvodni del ure in pravilno izbrane in uporabljene učne metode in oblike dela. Ugotovitve pa prav tako kažejo, kako pomembno je učiteljevo poznavanje likovnih področij in likovnih pojmov, saj lahko njegovo neznanje močno zamaje temeljne cilje likovne vzgoje in njenih področij.
Keywords:	ustvarjalnost, ustvarjalni proces, likovna ustvarjalnost, likovno izražanje, vloga učitelja, vloga učenca
Place of publishing:	Maribor
Publisher:	[B. Benko]
Year of publishing:	2012
PID:	20.500.12556/DKUM-38641
UDC:	37.015.31:7(043.2)
COBISS.SI-ID:	19497224
NUK URN:	URN:SI:UM:DK:VDC4WBKO
Publication date in DKUM:	02.01.2013
Views:	2356
Downloads:	393
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	PUPILS' AND TEACHERS' ACTIVITIES DURING THE ART CREATION PHASE
Abstract:	The theoretical part of this thesis presents creativity as the basis of art education. Only good knowledge of creativity and creative processes can lead in pupils’ creative expression during art education lessons. There are presented conditions that are to be fulfilled to this end since the results of pupils’ artistic activities depend mainly on their realization. They are followed by the articulation of an art education teaching lesson. It focuses mainly on the lesson’s main part – the art creation phase and its characteristics. The empirical part of the thesis encompasses a case study with the aim to find out what activities take place during the main part of an art education lesson, that is during the art creation phase. The objective was to find out, by means of the insight into activities and the situation study, how teachers lead their activities and how pupils fulfil particular tasks. The focus was on problems teachers and pupils face during the main part of an art education lesson and on the ways they are dealing with them. The participants in the research were first, second, third, fourth and fifth year pupils of three primary schools as well as their class teachers. The methods used for collecting data were: observation on the spot, filming using a video camera and photographing. The transcription served to process the data by analysing lessons. It was established that the introductory part of the lesson including appropriately chosen and used teaching methods and forms significantly contributes to the pupils’ artistic expression. It was also established that teacher’s knowledge of art fields as well as artistic notions is of great importance since ignorance can alter fundamental goals of art education and its relevant domains.
Keywords:	creativity, creative process, artistic creativity, artistic expression, teacher’s role, pupil’s role

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