Title Preferirane likovne tehnike učenika razredne nastave Title (english) Preferred art techniques of primary school students Author Ines Pernička Mentor Marko Šošić (mentor)Committee member Goran Kujundžić (predsjednik povjerenstva)Committee member Marko Šošić (član povjerenstva)Committee member Alma Škugor (član povjerenstva)Granter Josip Juraj Strossmayer University of Osijek Defense date and country 2021-07-06, Croatia Scientific / art field, FIELD OF ART Abstract Nove uloge učitelja nužne su za razvijanje učenikovih kompetencija za učinkovitu pedagošku komunikaciju. Najzastupljenija i do sada najrazvijenija uloga učitelja je podučavanje. Likovno obrazovanje podrazumijeva stjecanje znanja o likovnim pojmovima, likovnim tehnikama, postupcima, kao i stjecanje, odnosno razvoj divergentnih sposobnosti mišljenja i psihomotoričkih sposobnosti (Pravilnik o kurikulumu za treći razred osnovnog obrazovanja). Likovne tehnike važan su dio nastave likovne kulture jer
... More pokazuju kako će učitelj voditi učenike do krajnjeg nastavnog cilja. Stoga je važno objasniti opće metode i oblike rada, ali i one specifične koji se koriste u suvremenoj nastavi likovne kulture i odnose se na promatranje umjetničkog djela. Djecu ne treba ispravljati i učiti koju boju koristiti, jer to može negativno utjecati na njihov kreativni izraz. Način izražavanja djelomično ovisi o materijalu, odnosno tehnici koja se primjenjuje. Cilj je ovog istraživanja ispitati koje su učenicima preferirane likovne tehnika u razrednoj nastavi, ispitati mišljenja učiteljica razredne nastave, putem intervjua, o odnosu komunikacije prema učenicima, o tome utječu li preferirane likovne tehnike na kvalitetu likovnog rada, te utječe li na zadovoljstvo učenika preferirana likovna tehnika. Istraživanje je provedeno u 4 razreda osnovne škole (1. razred, 2. razred, 3. razred, 4. razred). Učenici su ispunjavali zadanu anketu, tako što su morali zaokružiti koliko često koriste određenu likovnu tehniku, na kraju napisati koja im je omiljena i kako pojedina likovna tehnika utječe na njihovo zadovoljstvo tijekom korištenja. U istraživanju je sudjelovala jedna škola s područja Lipovljana. Rezultati istraživanja su pokazali kako u pojedinom razredu učenici imaju drugačiju preferiranu likovnu tehniku. U prvom razredu, 37,5% učenika izjasnilo se kako im je plastelin preferirana likovna tehnika, u drugom razredu, 50% učenika izjasnilo se kako im je flomaster preferirana likovna tehnika. Učenici trećeg razreda, njih 41,67%, izjasnilo se kako najviše vole koristiti tempere, a učenici četvrtog razreda, 36,36% izjasnilo se kako im je omiljena likovna tehnika akvarel. U anketi učenici su naveli kako njihova preferirana likovna tehnika utječe na njihovo zadovoljstvo. Većina učitelja (75%) u intervjuu navela je kako preferirana likovna tehnika utječe na kvalitetu rada učenika jer samim time što im je ona omiljena tehnika, ujedno učenicima daje samostalnost, a ponajviše sigurnost u korištenju preferirane likovne tehnike. Less Abstract (english) New teacher roles are necessary to develop students' competencies for effective pedagogical communication. The most common and so far most developed role of a teacher is teaching. Art education implies the acquisition of knowledge about art concepts, art techniques, procedures, as well as the acquisition or development of divergent thinking abilities and psychomotor abilities (Rulebook on the curriculum for the third grade of primary education). Art techniques are an important part of teaching
... More art culture because they show how the teacher will guide students to the ultimate teaching goal. Therefore, it is important to explain the general methods and forms of work, but also the specific ones that are used in contemporary art education and relate to the observation of a work of art. Children do not need to correct and learn which color to use, as this can negatively affect their creative expression. The method of expression depends in part on the material or technique used. The aim of this research is to examine which art techniques are preferred by students in class, to examine the opinions of primary school teachers, through interviews, on the relationship of communication with students, whether preferred art techniques affect the quality of art work, and whether student preference technique. The research was conducted in 4 grades of primary school (1st grade, 2nd grade, 3rd grade, 4th grade). Students completed a given survey by having to circle how often they used a particular art technique, at the end writing down which one was their favorite and how each art technique affected their satisfaction during use. One school from the area of Lipovljani participated in the research. The results of the research showed that in each class students have a different preferred art technique. In the first grade, 37.5% of students stated that plasticine is their preferred art technique, in the second grade, 50% of students stated that a felt-tip pen was their preferred art technique. Third-graders, 41.67% of them, said they liked to use tempera the most, and fourth-graders, 36.36%, said that their favorite art technique was watercolor. In the survey, students stated how their preferred art technique affects their satisfaction. The majority of teachers (75%) stated in the interview that the preferred art technique affects the quality of students' work because by being their favorite technique, it also gives students independence and, above all, security in using the preferred art technique. Less Keywords
komunikacija
kreativnost
likovna kultura
likovne tehnike
razredna nastava
Keywords (english)
communication
creativity
art culture
art techniques
class teaching
Language croatian URN:NBN urn:nbn:hr:141:912960 Study programme Title: Integrated undergraduate and graduate university Class Teacher Studies Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2021-07-08 07:42:27
