Odziv dijakov na spoznavanje koncepta destrukcije in transformacije dela v drugo delo pri pouku likovne umetnosti
Povzetek
Cilj empirične raziskave je bil vpeljati koncept destrukcije in transformacije v pouk likovne umetnosti kot mogoč način vključevanja konceptualnih in sodobnih umetniških praks na srednješolski ravni izobraževanja.
Strokovnjaki namreč opozarjajo na pomanjkanje tovrstnih vsebin v likovnopedagoški praksi in poudarjajo odgovornost učiteljev, da skozi premišljen pristop te vpeljujejo v učni proces. Da bi pri dijakih spodbudili poglobljeno razmišljanje o destrukciji in da bi prek likovne izkušnje ponotranjili bistvo konceptualne umetnosti, smo na srednji šoli v Ljubljani izvedli empirično raziskavo. V okviru te so dijaki ustvarili prvi likovni izdelek (angl. ready-made), ki je bil predpogoj za nadaljnje uničenje in preobrazbo v drugi likovni izdelek. V raziskavo smo vključili dva razreda dijakov prvih letnikov, pri čemer so nas zanimali: 1) njihov odziv na prikazana umetniška dela, ki sovpadajo z raziskovanim konceptom; 2) njihov odnos do uničenja in preobrazbe prvega likovnega izdelka; 3) njihov odziv na koncept destrukcije in transformacije skozi lastno ustvarjalno prakso. V obeh razredih smo izvedli štiri šolske ure, znotraj katerih smo zbirali podatke s pomočjo tehnik kvalitativnega in kvantitativnega raziskovanja. Ugotovili smo, da se je poglobljena obravnava konceptualnih izhodišč skozi diskusijo odražala v večinsko pozitivnem odnosu dijakov do sodobnih umetniških del. Prikazanih del niso le razumeli, ampak so njihovo bistvo tudi ponotranjili, kar se je jasno odražalo v praktičnem likovnem izražanju dijakov. Sklenemo lahko, da je raziskava učinkovito vpeljala koncept destrukcije in transformacije v pouk likovne umetnosti na srednješolski ravni izobraževanja, saj je pri dijakih spodbudila globlje razumevanje sodobne umetnosti ter hkrati razvijala njihove sposobnosti ustvarjalnega in kritičnega mišljenja.
Prenosi
Literatura
Batič, J. (2011). The field trip as part of spatial (architectural) design art classes. Center for Educational Policy Studies Journal, 1(2), 73–86. https://doi.org/10.26529/cepsj.429
Bremmer, M., Heijnen, E., & Kersten, S. (2020). Teacher as conceptual artist. International Journal of Art & Design Education, 40(1), 82–98. https://doi.org/10.1111/jade.12318
Cencič, M. (2014). Učne metode kot spodbuda k ustvarjalnosti [Teaching methods as a stimulus to creativity]. Didakta, 24(171), 5–7.
Downing, D. & Watson, R. (2004). School art: What’s in it? Exploring visual arts in secondary schools. National Foundation for Educational Research.
Duh, M. (2004). Vrednotenje kot didaktični problem pri likovni vzgoji [Assessment as a didactic issue in art education]. Pedagoška fakulteta.
Gaarder, J. (1997). Zofijin svet [Sophie’s world]. Obzorja.
Glogovec, V., & Žagar, D. (1992). Ustvarjalnost. Projektno vzgojno delo [Creativity. Project educational work]. National Education Institute Slovenia.
Gorjanc, T., & Črčinovič Rozman, J. (2015). Pomembnost prepoznavanja in spodbujanja otrokove ustvarjalnosti v učnem procesu [The importance of recognising and nurturing children’s creativity in the learning process]. Educa, 24(1/2), 42–46.
Herne, S. (2005). Download: Postcards Home Contemporary Art and New Technology in the Primary School. International Journal of Art and Design Education, 24(1), 5–19. https://doi.org/10.1111/j.1476-8070.2005.00419.x
Kemperl, M. (2013). Contemporary art and citizenship education: The possibilities of cross-curricular links on the level of content. Center for Educational Policy Studies Journal, 3(1), 97–117. https://doi.org/10.26529/cepsj.253
Kozjek Varl, K., & Duh, M. (2017). Prikaz medpredmetnega povezovanja na primeru implementacije sodobne umetnosti v osmi razred osnovne šole [Cross-curricular integration in the case of contemporary arts implementation in the eighth grade of primary school]. Revija za elementarno izobraževanje, 10(4), 377–397. https://doi.org/10.18690/1855-4431.10.4.377-397(2017)
Leuthold, S. (1999). Conceptual art, conceptualism, and aesthetic education. The Journal of Aesthetic Education, 33(1), 37–47. https://doi.org/10.2307/3333734
Marentič-Požarnik, B. (2019). Psihologija učenja in pouka: od poučevanja k učenju [Psychology of learning and teaching: from teaching to learning]. DZS.
Marshall, J. (2008). Visible thinking: Using contemporary art to teach conceptual skills. Art Education, 61(2), 38–45. https://doi.org/10.1080/00043125.2008.11651141
Pataky, G. (2020). “Do not touch it!” Today’s children’s visual competencies in comparison with the pre-digital era in light of their art educational environment. Center for Educational Policy Studies Journal, 10(4), 75–96. https://doi.org/10.26529/cepsj.925
Pivac, D. (2022). Problem-based learning and teaching in the process of experiencing and creating an artwork. In R. Potočnik (Ed.), Innovative learning and teaching for quality careers of graduates and excellent higher education: Arts didactics in higher education (pp. 107–122). University of Ljubljana Press. https://doi.org/10.51746/9789617128314
Potočnik, R. (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
Sullivan, G. (2002). Ideas and teaching: Making meaning from contemporary art. In Y. Gaudelius, & P. Speirs (Eds.), Contemporary issues in art education (pp. 23–35). Prentice Hall.
Tacol, T. (1999). Didaktični pristop k načrtovanju likovnih nalog: izbrana poglavja iz likovne didaktike [Didactic approach to planning art tasks: selected chapters from art didactics]. Debora.
Tacol, T. (2003). Likovno izražanje. Didaktična izhodišča za problemski pouk likovne vzgoje v devetletni osnovni šoli [Artistic expression. Didactic foundations for problem-based art education in nine-year elementary school]. Debora.
Tomšič Amon, B. (2020). Interdisciplinary connections through transmedia narratives in art education. Center for Educational Policy Studies Journal, 10(4), 55–74. https://doi.org/10.26529/cepsj.916
Twardzik Ching, C. L. (2015). Teaching contemporary art in primary schools. Athens Journal of Humanities & Arts, 2(2), 95–110. https://doi.org/10.30958/ajha.2-2-3
Twardzik Ching, C. L. (2017). Changing perspectives: Contemporary art practices in primary and secondary art classrooms. In Educating for change: The European conference on education 2017 (pp. 181–196). The International Academic Forum. https://papers.iafor.org/wp-content/uploads/conference-proceedings/ECE/ECE2017_proceedings.pdf
Učni načrt. Gimnazija. Likovna umetnost [Curriculum. High School. Fine Arts]. (2008). Ministry of Education of the Republic of Slovenia, National Education Institute Slovenia.
Vrlič, T., & Čagran, B. (2003). Empirično uvajanje sodobnih vsebin v likovno vzgojo v osnovni šoli [Empirical introduction of contemporary content in elementary school art education]. Sodobna pedagogika, 54(4), 126–142.
Zupančič, T. (2006). Metoda likovnopedagoškega koncepta: priročnik za učitelje [The method of art-pedagogical concept: a handbook for teachers]. National Education Institute Slovenia.
Zupančič, T. (2011). “Prepovedane teme” v sodobni umetnostni vzgoji [“Forbidden topics” in contemporary visual arts education]? Revija za elementarno izobraževanje, 4(1–2), 47–60.
Zupančič, T., & Velikonja A. (2017). Beneški bienale sodobne umetnosti in pouk likovne umetnosti v osnovni šoli [The Venice biennale of contemporary art and arts in primary school]. Revija za elementarno izobraževanje, 10(2/3), 289–311.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
