Analiza potrjenih delovnih zvezkov za 1. razred osnovne šole z vidika vključevanja likovnih nalog

Zajc, Urška

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Title:	Analiza potrjenih delovnih zvezkov za 1. razred osnovne šole z vidika vključevanja likovnih nalog
Authors:	ID Zajc, Urška (Author) ID Batič, Janja (Mentor) More about this mentor...
Files:	MAG_Zajc_Urska_2017.pdf (2,29 MB) MD5: D3ED33279732EB86F24F67D6DFE71585
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Vizualizacija lahko poteka zavedno ali nezavedno. Zavedno vizualiziramo takrat, kadar se spomnimo na nekaj in si slike prikličemo v um, medtem ko nezavedna vizualizacija poteka samodejno in sploh ne vemo, da v resnici vizualiziramo. Vizualizacija je tesno povezana z vizualno pismenostjo. Tomšič Čerkezova (2013) je zapisala, da je likovno vizualna pismenost opredeljena kot sposobnost interpretacije pomena informacij, ki so predstavljene v obliki podobe. Hkrati je navedla tudi, da vizualna pismenost temelji na ideji, da se te podobe lahko »bere« in da to znanje postaja vse bolj pomembno, saj so vizualna sporočila povsod okoli nas, spodobnost kritičnega razmišljanja o podobah, ki živijo v našem okolju, pa je že davno postala ključna spretnost za življenje. V raziskovalnem delu naloge smo želeli ugotoviti število nalog v potrjenih delovnih zvezkih za 1. razred osnovne šole, ki od učenca zahtevajo, da poda rešitev z likovnim izražanjem. Zanimalo nas je tudi, kakšno je medpredmetno povezovanje pri pouku oziroma kakšna je vloga učitelja. Podatke o delovnih zvezkih smo zapisali na seznam, število nalog smo predstavili tabelarično z uporabo frekvenčne porazdelitve. V nadaljevanju raziskave smo se osredotočili na fotografije rešenih nalog učencev prvih razredov Osnovne šole Kidričevo, iz prvega dela medpredmetnega delovnega zvezka Lili in Bine 1. S podrobno analizo fotografij smo poskušali odgovoriti na zastavljena raziskovalna vprašanja. Ugotovili smo, da je v nekaterih potrjenih delovnih zvezkih za 1. razred osnovne šole zelo malo nalog, ki bi od učenca zahtevale, da rešitev poda z uporabo likovnih izraznih sredstev in da je medpredmetno povezovanje drugih predmetov z likovno umetnostjo pri pouku slabše, kot bi lahko bilo, učenci pri nalogah tipa nariši hitijo in prerisujejo od učitelja ali sošolcev, s tem pa se izgublja njihova ustvarjalnost, ki bi se morala krepiti. Na koncu naloge smo podali predloge za izboljšanje medpredmetnega povezovanja drugih predmetov z likovno umetnostjo, ki bi jih bilo smiselno podrobneje raziskati.
Keywords:	vizualizacija, vizualna pismenost, otroška risba, medpredmetno povezovanje, likovna umetnost
Place of publishing:	Maribor
Publisher:	[U. Zajc]
Year of publishing:	2017
PID:	20.500.12556/DKUM-65274
UDC:	373.3(076):73/76(043.2)
COBISS.SI-ID:	23070728
NUK URN:	URN:SI:UM:DK:WKECLCVZ
Publication date in DKUM:	08.05.2017
Views:	2077
Downloads:	182
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	Analysis of art exercises in official workbooks for primary schools first graders
Abstract:	The process of visualisation can be carried out on a conscious or unconscious level. In the case of conscious visualisation, our mind forms images as we remember something, whereas when visualizing unconsciously the process is carried out automatically, without us even being aware that this process is taking place in our mind. Visualisation is closely intertwined with visual literacy. According to Tomšič Čerkez (2013) visual literacy is the ability to interpret the meaning of information, which are presented in the form of images. She pointed out that visual literacy is based on the idea, that we can “read” those images and that this knowledge is becoming increasingly important, especially considering that we are constantly being confronted with visual messages. In addition to that, the ability to critically think about images from our surroundings has long become one of our key skills in life. The aim of this thesis was to determine the number of exercises in official workbooks for primary school first-graders, in which the solutions to the problem need to be expressed visually. We also looked into the cross-curricular integration of arts as well as the role of the teacher in this. The workbook data was entered in a list, whereas the number of exercises was presented using frequency tables. We further on analysed pictures of exercise solutions from the first part of the cross-curricular workbook “Lili in Bine 1”, which were done by first-graders of the Kidričevo Primary School. The analysis showed that there are very few exercises in some official workbooks, which would require the solution to be presented using means of visual expressions and that arts could be much more integrated into other subjects as it currently is. When being asked to draw something, the pupils were drawing in a hurry or copying from their teacher or other pupils. By doing so they were not developing their own creativity, as they should have been. In the concluding part of the thesis we made suggestions on how to improve the cross-curricular integration of arts into other subjects, which need to be further explored.
Keywords:	visualisation, visual literacy, children’s' drawings, cross-curricular teaching, arts

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