Dojemanje optičnih iluzij pri pouku likovne umetnosti, učencev v 6. in 7. razredu redne osnovne šole in osnovne šole s prilagojenim programom

Mlakar, Sabina

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Title:	Dojemanje optičnih iluzij pri pouku likovne umetnosti, učencev v 6. in 7. razredu redne osnovne šole in osnovne šole s prilagojenim programom
Authors:	ID Mlakar, Sabina (Author) ID Schmidt Krajnc, Majda (Mentor) More about this mentor... ID Čagran, Branka (Comentor)
Files:	MAG_Mlakar_Sabina_2018.pdf (2,45 MB) MD5: E2E87F49FC47480E012F9A706A1C872E PID: 20.500.12556/dkum/06bdb090-6509-402c-b257-fd94c52a905f
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Magistrska naloga obravnava problematiko optičnih iluzij, njihovo dojemanje in predstavlja razlike med redno osnovno šolo ter osnovno šolo s prilagojenim programom z nižjim izobrazbenim standardom, ki jo obiskujejo učenci s posebnimi potrebami. Želela sem ugotoviti, ali bi bilo za učence dobro, da bi optične iluzije uveljavili kot temo pri pouku likovne umetnosti in kako. Najprej sem raziskala, kaj so optične iluzije, kako nastanejo, kje so njeni začetki in katere tipe poznamo. Ker sem se poglobila v način dojemanja optičnih iluzij na različnih šolah oz. med šolama z različnima programoma, sem predstavila tudi motnje učencev s posebnimi potrebami. Pojasnila sem, kam jih vključujemo, in izpostavila skupino otrok z motnjami v duševnem razvoju, saj je teh največ na OŠPP. Izpostavila sem senzorični in nevrološki način dojemanja – videnja, zato da lahko razumemo, kje in kako prihaja do razlik med učenci. Predstavljene so različne terapije za učence s posebnimi potrebami. Primerjala sem kurikule za likovno umetnost na Nizozemskem, Irskem in v Sloveniji ter izpostavila tudi glavne točke slovenskega kurikula za likovno umetnost, ki ga uporabljajo na OŠPP. Za raziskavo sem pripravila anketni vprašalnik s slikovnimi primeri ter uporabila deskriptivno in kavzalno-neeksperimentalno metodo raziskovanja. Ugotovila sem, da učenci optičnih iluzij ne poznajo, da jih zanimajo in so jim všeč. Obstaja razlika med šolama, ki je teoretično podkrepljena. Učenci s primanjkljaji na posameznih področjih (senzoričnih ali nevroloških) imajo več težav v dojemanju slik in ostalih primerov iluzij. Menim, da bi bilo vsem učencem v pomoč, da bi optične iluzije vključili v učni program v večji meri, saj je izvedba naloge v tej temi možna na več načinov in v več poglavjih učnega načrta.
Keywords:	optične iluzije, »op art«, otroci s posebnimi potrebami, senzorične in nevrološke zaznave, terapije, kurikul
Place of publishing:	Maribor
Publisher:	[S. Mlakar]
Year of publishing:	2018
PID:	20.500.12556/DKUM-70741
UDC:	615.851.8:7.017.9(043.2)
COBISS.SI-ID:	23991816
NUK URN:	URN:SI:UM:DK:5TLKORF9
Publication date in DKUM:	23.08.2018
Views:	1582
Downloads:	149
Metadata:
Categories:	PEF
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Licences

License:	CC BY-ND 4.0, Creative Commons Attribution-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nd/4.0/
Description:	Under the NoDerivatives Creative Commons license one can take a work released under this license and re-distribute it, but it cannot be shared with others in adapted form, and credit must be provided to the author.
Licensing start date:	11.06.2018

Secondary language

Language:	English
Title:	Perception of Optical Illusions in Art Education: Regular and Special Education 6th and 7th Grade Elementary School Students
Abstract:	A master's thesis deals with problem of optical illusions, their cognition and it introduces differences between regular primary school and primary school with customized program with lower educational standard, which pupils with special needs attend. I wanted to found out if it would be good for pupils, if optical illusions are applied as a theme at art class and how. First I researched what optical illusions are, how they occur, where their beginnings are and which types do we know. Since I immersed myself in the manner of cognition of optical illusions on different schools, meaning on schools with different programs, I also introduced disturbances of pupils with special needs. I explained where we include them and I exposed a group of pupils with disturbances in mental development, as they are the most common in primary schools for children with special needs. I emphasized sensory and neurological manner of cognition, so that we can understand where and how differences are occurring among pupils. Different therapies for pupils with special needs are introduced. I compared curricula for art in Netherlands, Ireland and in Slovenia and I also emphasized the main points of Slovene curriculum for art, which is being used at primary schools for children with special needs. For the research I prepared questionnaire with image examples and I used descriptive and causal-nonexperimental method of research. I found out that pupils do not know optical illusions, but they are interested in them and they like them. There is a difference between schools, which is theoretically supported. Pupils with deficits on individual fields (sensory or neurological) have more difficulties at recognizing images and other examples of illusions. In my opinion, it would help all pupils if optical illusions would be included in curriculum more often, since the realization of the task in this theme is possible on various manners and in different chapters of curriculum.
Keywords:	optical illusions, »op art«, children with special needs, sensory and neurological perceptions, therapies, curriculum

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