PRILAGODITVE POUKA LIKOVNE UMETNOSTI UČENCEM S POSEBNIMI POTREBAMI NA RAZREDNI STOPNJI OSNOVNE ŠOLE

Serec, Saša

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Title:	PRILAGODITVE POUKA LIKOVNE UMETNOSTI UČENCEM S POSEBNIMI POTREBAMI NA RAZREDNI STOPNJI OSNOVNE ŠOLE
Authors:	ID Serec, Saša (Author) ID Duh, Matjaž (Mentor) More about this mentor... ID Herzog, Jerneja (Comentor)
Files:	UN_Serec_Sasa_2014.pdf (1,64 MB) MD5: 993D184F3DD36947E3304322DD562B15
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Likovna umetnost je eden od predmetov, ki daje učencem možnost, da sprostijo svojo domišljijo in jo s pomočjo likovnega znanja izrazijo v likovnem izdelku. Tudi otroci s posebnimi potrebami (v nadaljevanju OPP) so sposobni ustvarjati in radi ustvarjajo, le njihove sposobnosti so omejene glede na vrsto motnje ali primanjkljaja, ki ga imajo. Problem, ki ga v diplomskem delu obravnavamo, se nanaša na OPP pri likovni umetnosti in učiteljevo delo z njimi ter s tem povezane ustrezne prilagoditve. V teoretičnem delu tako na kratko opredelimo likovno umetnost, njene cilje in razvoj likovnega izražanja otrok. Dotaknemo se načrtovanja učnega procesa pri likovni umetnosti, individualizacije ter likovne ustvarjalnosti. Predstavimo tudi skupine OPP, njihovo izobraževanje in usmerjanje ter opišemo procesa integracije in inkluzije. V empiričnem delu diplomske naloge predstavljamo rezultate raziskave, v kateri so sodelovali učitelji razrednega pouka slovenskih osnovnih šol. Na podlagi rezultatov ugotavljamo, da učitelji prilagajajo pouk likovne umetnosti, vendar to počnejo različno. Največ se jim prilagaja v fazi ustvarjanja ali s prilagoditvijo likovne tehnike, s podaljšanim časom ustvarjanja ali z možnostjo izbire likovnih materialov. Ugotavljamo tudi, da premalo pozornosti namenijo prilagoditvi učnih ciljev, tako dnevnih kot globalnih. Učenčeve specifičnosti upoštevajo največkrat šele pri neposrednem likovnem delu, včasih že prepozno. Za uspešno likovno delo je potrebno OPP nuditi različne prilagoditve in jim s pomočjo njih omogočiti boljše možnosti za realizacijo likovnih nalog.
Keywords:	likovna umetnost, otroci s posebnimi potrebami, prilagoditve, razredni pouk
Place of publishing:	Maribor
Publisher:	[N. Serec]
Year of publishing:	2014
PID:	20.500.12556/DKUM-46987
UDC:	37.091.3:73:376(043.2)
COBISS.SI-ID:	21111816
NUK URN:	URN:SI:UM:DK:KKE1NBBY
Publication date in DKUM:	27.01.2015
Views:	3350
Downloads:	391
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	ADAPTING ART CLASS TO STUDENTS WITH SPECIAL NEEDS IN LOWER PRIMARY SCHOOL
Abstract:	Art is one of those subjects which provides the students with an opportunity to let their imagination run free and, with the aid of their knowledge about art, express it in a product of their own making. Children with special needs (hereinafter CSN) indeed are capable of creating and like to create; it is their abilities that are limited depending on a disorder or a deficit that they have. The issue that this graduation thesis discusses applies to the CSN in an art class, the teacher's work with the children, and the appropriate adaptations in the teacher's work. The theoretical part provides a short definition of the art class, its goals, and the development of the children's artistic abilities. It also touches on the subject of the teaching process involved in an art class, individualization, and artistic creativity. Furthermore, it presents groups of CSN, along with the education and guidance provided for them, as well as the description of the process of integration and inclusion. The empirical part of the graduation thesis provides the results of the study which included class teachers of Slovenian lower primary schools. The results indicate that the teachers do make adaptations to the art class, but with different approaches. The majority of teachers make their adaptations during the creation phase or by adapting the art technique, by providing more time for individual assignments, or by providing the students with an option to choose their material. The results also suggest that the teachers are not paying enough attention to the adaptation of the teaching goals. Specificity of a student is usually only taken into account during a direct art assignment which is sometimes already too late. For a successful art assignment, the CSN have to be provided with different adaptations which are the tools that increase the likelihood of art assignments to be carried out successfully.
Keywords:	art class, children with special needs, adaptations, lower primary school

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