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Title:Vloga in pomen pouka izven učilnice pri likovni umetnosti - analitični prikaz teoretičnih izhodišč : magistrsko delo
Authors:ID Kocbek, Sara (Author)
ID Herzog, Jerneja (Mentor) More about this mentor... New window
Files:.pdf MAG_Kocbek_Sara_2023.pdf (2,41 MB)
MD5: 183694E905F5C3A52E6F237FD8CD8249
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu je prikazan analitični prikaz teoretičnih izhodišč pouka izven učilnice pri likovni umetnosti. Raziskava je obsegala analizo vsebine tujih virov in teoretične razprave o pomenu šole na prostem v kontekstu z ekologijo, ekoartom in likovno umetnostjo. Analizirali smo tudi slovensko območje. Preučeno literaturo smo navedli v teoretičnem delu in iz nje izhajali pri kodiranju informacij. Za raziskavo smo izbrali nekaj držav, ki so izstopale na področju poučevanja na prostem, in sicer: skandinavske države (Švedska, Norveška in Danska), nordijski državi (Finska in Islandija), Nemčija, Nova Zelandija, Anglija, Škotska, Avstralija in Kanada. V raziskavo smo na koncu tudi vključili našo domovino, Slovenijo. Izkazalo se je, da ima vsaka od teh držav svoj sistem, kako vključujejo poučevanje izven učilnice v kurikulume in pa koliko ter na kakšen način. Slovenija je pa ena od držav, ki ima učni načrt zastavljen na način, da lahko učitelji med seboj povežejo predmete in jih izvajajo tudi na prostem. V slovenskem učnem načrtu so tudi predvideni dnevi dejavnosti (kulturni, naravoslovni, športni in tehnični), ki pa jih v drugih učnih načrtih ni bilo neposredno zaznati. V našem učnem načrtu je predvidena tudi izvedba šole v naravi, ki poteka strnjeno in v vsakem vzgojno-izobraževalnem triletju.
Keywords:likovna umetnost, pouk izven učilnice, izkustveno učenje, konstruktivistično učenje, ekoart
Place of publishing:Maribor
Place of performance:Maribor
Publisher:S. Kocbek
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (X, 66 str.))
PID:20.500.12556/DKUM-84330 New window
UDC:37.015.31:73/76(043.2)
COBISS.SI-ID:158489347 New window
Publication date in DKUM:11.07.2023
Views:646
Downloads:89
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:23.05.2023

Secondary language

Language:English
Title:Role and meaning of outdoor art class form - analytical presentation of theoretical starting points
Abstract:The master's work presents an analytical presentation of the theoretical starting points of outdoor teaching in art classes. The research consisted of an analysis of the content of unknown sources and a theoretical discussion about the importance of outdoor teaching in the context with ecology, ecoart and art classes. We also analyzed the Slovenian area. We listed the studied literature in the theoretical part and used it as a basis in the coding of the information. For the purpose of the research, we selected a few countries that stood out in the field of outdoor teaching, namely: Scandinavian countries (Sweden, Norway, Denmark), Nordic countries (Finland, Iceland), Germany, New Zealand, England, Scotland, Australia and Canada. In the end, we also included our home country Slovenia in the research. It turned out, that each of these countries has its own system of how, how much and in what way they include outdoor teaching in their curricula. Slovenia is one of the countries that has a curriculum designed in such a way, that teachers can link school subjects together and practice them outdoors. The Slovenian curriculum also includes various activity days, such as cultural, natural science, sport and technical day, which could not be spotted in any other curriculum. Our school curriculum also strives for realization of school in nature, which takes place in a compact manner and in every three-year educational period.
Keywords:art class, outdoor teaching, experimental learning, constructivistic learning, ecoart


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