Heritage Preservation Education: Teachers’ Preconceptions and Teachers Implementation in Visual Arts Classes
Keywords:
visual arts education, heritage preservation education, preservation of architecture in the Slovenian countryside, teacher’s preconceptions and implementation
Abstract
In Slovenia, teachers of the school subject visual arts (implemented at the primary level by primary school teachers and at secondary level by fine visual arts teachers) play a significant role in planning and implementing visual arts tasks with preservation concepts. With these activities, they can raise awareness of cultural heritage meaning, strengthening the nation’s cultural identity. Pupils should develop into active and responsible citizens who are able to understand heritage problems in general and express their sensitivity and respect for their cultural heritage and its preservation. The main purpose of this paper is to identify the teachers’ preconceptions about the preservation of architecture in the Slovenian countryside and the implementation of heritage preservation concepts in visual arts teaching. Altogether, 125 teachers from Slovenia participated in this study. The research revealed the teachers’ preconceptions regarding some problems in the Slovenian countryside, as well as sufficient awareness of the importance of the implementation in heritage preservation concepts in visual arts activities, according to contemporary professional guidelines. Teachers’ preconceptions reveal a lack of some basic knowledge of preservation concepts, which lead us to compare the results with the current guidelines. It can be concluded that greater emphasis should be placed on developing training programmes for teachers with specific preservation concepts and didactic materials for students in the field of preservation education with the aim of developing the students’ positive and responsible attitudes to those problems. More heritage preservation education content should be incorporated into pre- and in-service teachers’ education, and teachers should develop competences to implement these topics into their teaching.
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References
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Sagadin, J. (1993). Kvalitativna analiza podatkov pri Å¡tudiji primera. Sodobna pedagogika, 44 (3/4), 115-123.
Sato, M & James, P. (1999). Nature and environment as perceived by university students and their supervisors. International Journal of Environmental Education and Information, 18(2), 165-172.
Simpson, K. (2007). Valuing heritage in Ireland. Dublin: The Heritage Council
Stanley-Price, N. & King, J. (2009). Conserving the Authentic: Essays in Honour of Jukka Jokilehto. Rome: ICCROM International Centre for the Study of the Preservation and Restoration of Cultural Property.
Slovenian National Programme for Culture (2013). Ljubljana: Ministrstvo za izobraževanje, znanost, kulturo in šport. Retrieved 15.7.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/Obvestila/Kultura/NPK2013_2016.pdf
Taggart, G. (2004). Curriculum and progression in the Arts: An International Study. London: Qualifications and Curriculum Authority.
Thornton, L. (2008). Current trends in historic preservation education at the primary and secondary school levels. Preservation Education & Research, 1(1), 67–76.
Angel, V., Eckford, L. & Lowery, L. (2017). Developing a community orientation through a focus on local heritage and environment. In Leat, D. (Esd). Enquiry and project based Learning. Abingdon, New York: Routlege.
Aslan, Z. & Ardemagni, M. (2006). Introducing Young People to the Protection of Heritage Sites and Historic Cities. Rome: UNESCO–ICCROM.
Babby, E. (1998). The practise of social research. 8th ed. Belmont: Wadsworth Publishing Company.
Bamford, A. (2009). Arts and Cultural Education in Iceland. Reykjavik: Ministry of Education, Science and Culture.
Bogataj, J. (1992). Sto sreÄanj z dediÅ¡Äino na Slovenskem. Ljubljana: PreÅ¡ernova družba.
Busch, C. (2012). Content Analysis. Colorado State University. Retrieved 14.10.2017 fromhttps://writing.colostate.edu/guides/guide.cfm?guideid=61
ÄŒernivec, U. (2010). Pogovor z dr. Živo Deu o skrbi za arhitekturno dediÅ¡Äino na Slovenskem. Retrieved 14.10.2017 from http://www.slonep.net/prenova-in-obnova/?view=novice&direct=10779
Deu, Ž. (2008). Varstvo identitetne podobe slovenskih kulturnih krajin. In Kitek, Kuzma, M. (Eds). Gradnja z lesom. Ljubljana: Biotehniška fakulteta, 226–231.
Dvořák, M. (1916). Katechismus der Denkmalpflege. Wien: J. Bard, 1916, Brünn: R.M. Rohrer.
Estepa Gimenez, J., Ruiz, R. M. A. & Ferreras Listan, M. (2008). Primary and secondary teachers' conceptions about heritage and heritage education: A comparative analysis. Teaching and Teacher Education, 24, 2095–2107.
Fakin Bajec, J. (2011). Ustvarjanje kraÅ¡ke kulturne dediÅ¡Äine med teorijo in prakso. AR : arhitektura, raziskave, 3, 59-62.
Flogaitis, E. & Agelidou, E. (2003). Kindergarten teacher’s conceptions about nature and the environment. Environmental Education Research, 9(4), 462-478.
Gaskell, P. and Owen, S. (2005). Historic Farm Buildings: Constructing the Evidence Base. Gloucestershire: University of Gloucestershire.
Hankins, S.C. (1997). Focus on 2000: A Heritage Education Perspective. LA: Nacional Centre for preservation Technology and Training. Retrieved 22.3.2016 from https://www.ncptt.nps.gov/blog/focus-on-2000-a-heritage-education-perspective-1997-08/
ICOMOS (1987). International charter for the conservation of historic towns and urban areas. Retrieved 22.3.2016 from http://www.icomos.org/charters/towns_e.pdf
Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo d'istruzione (2012), Retrieved 15.10.2017 from http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/indicazioni_nazionali_infanzia_primo_ciclo.pdf
IvaniÄ, M. (2012). Svet je prenasiÄen: oživljanje in posodabljanje obstojeÄe arhitekture je danaÅ¡nja nujnost. Ljubljana: Mladina, 17(18), 68–72.
Jokilehto, J. (1999). History of Arhitectual Conservation. Oxford: Butterworth.
Jokilehto, J. (2005). Definition of cultural heritage. References to documents in history. ICCROM Working Group »Heritage and Society«. Retrieved 15.1.2015 from http://cif.icomos. org/pdf_docs/Documentsonline/Heritagedefinitions.pdf
Juvanec, B. (2006). Kultura bivalnega okolja: arhitektura, uvod, teorija. Ljubljana: Pedagoška fakulteta.
KalÄiÄ, I., (2003). Identiteta slovenske stanovanjske arhitekture. AR: arhitektura, raziskave, 1, 24-29.
KocjanÄiÄ, N. (2011). UÄni naÄrt. Program osnovna Å¡ola. Ljubljana: Ministrstvo za Å¡olstvo in Å¡port: Zavod RS za Å¡olstvo.
Kris, A.O. (1992). Interpretation and the method of free association. Psychoanalytic Inquiry 12(2), 208—224.
Kukanja-GabrijelÄiÄ, M. (2008). Lokalna zgodovina pri družboslovnih predmetih v osnovni in srednji Å¡oli. Vloga, pomen in zastopanost lokalne zgodovine v slovenskem Å¡olskem prostoru. Retrieved 15.7.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/razvoj_solstva/crp/2008/crp_V5_0237_porocilo_p2.pdf
National core curriculum for basic education (2004). Finnish nacional board of education. Retrieved 15.7.2015 from http://www.oph.fi/download/47673_core_curricula_basic_education_4.pdf
National Council for Preservation Education (1987). A Heritage at Risk: A Report on Heritage Education (K–12), Burlington: University of Vermont Historic Preservation Program and the National Council for Preservation Education.
PetanÄiÄ, S. (2011). Predavateljica in arhitektka: NaÅ¡e prebivalstvo je arhitekturno neizobraženo. Retrieved 15.7.2017 from http://www.delo.si/druzba/panorama/predavateljica-in-arhitektka-nase-prebivalstvo-je-arhitekturno-neizobrazeno.html
PotoÄnik, R. (2017). Effective approaches to heritage education: Raising awareness through fine art practice. International Journal of Education Through Art, 13(3), 285–294.
PotoÄnik, R. (2017a). Implementing Contents of Conservation and Protection of Cultural Landscape in Fine Art Classes. Croatian Journal of Education, 19 (3), 137–155.
PotoÄnik, R. (2018). Heritage Preservation Education in primary school fine art activities. Retrieved 28.5.2018 from http://www.arteducation.sk/publikacie-studie-clanky/detail/heritage-preservation-education-in-primary-school-fine-art-activities//
PotoÄnik, Devetak (2018). The differences between pre-service chemistry, fine art, and primary education teachers regarding interest and knowledge about fine art materials. Center for Educational Policy Studies Journal, 8(4), 109 –130.
Presentation book, primary school study programme (2018). Retrieved 20.1.2019 from https://www.pef.uni-lj.si/fileadmin/Datoteke/Studijski_programi/Predstavitveni_zborniki/Zborniki_18-19/Predstavitveni_zbornik_-_Razredni_pouk_-_2018-2019.pdf
Presentation book, visual arts study programme (2018). Retrieved 20.1.2019 from https://www.pef.uni-lj.si/fileadmin/Datoteke/Studijski_programi/Predstavitveni_zborniki/Zborniki_18-19/Predstavitveni_zbornik_-_Likovna_pedagogika_-_2018-2019.pdf
Sagadin, J. (1993). Kvalitativna analiza podatkov pri Å¡tudiji primera. Sodobna pedagogika, 44 (3/4), 115-123.
Sato, M & James, P. (1999). Nature and environment as perceived by university students and their supervisors. International Journal of Environmental Education and Information, 18(2), 165-172.
Simpson, K. (2007). Valuing heritage in Ireland. Dublin: The Heritage Council
Stanley-Price, N. & King, J. (2009). Conserving the Authentic: Essays in Honour of Jukka Jokilehto. Rome: ICCROM International Centre for the Study of the Preservation and Restoration of Cultural Property.
Slovenian National Programme for Culture (2013). Ljubljana: Ministrstvo za izobraževanje, znanost, kulturo in šport. Retrieved 15.7.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/Obvestila/Kultura/NPK2013_2016.pdf
Taggart, G. (2004). Curriculum and progression in the Arts: An International Study. London: Qualifications and Curriculum Authority.
Thornton, L. (2008). Current trends in historic preservation education at the primary and secondary school levels. Preservation Education & Research, 1(1), 67–76.
Published
2020-06-24
How to Cite
PotoÄnikR. (2020). Heritage Preservation Education: Teachers’ Preconceptions and Teachers Implementation in Visual Arts Classes . Center for Educational Policy Studies Journal, 10(2), 49-76. https://doi.org/10.26529/cepsj.792
Section
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