Vizualni dnevnik kot način za krepitev sposobnosti samorefleksije pri dijakih

  • Janja Batič Faculty of Education, University of Maribor, Slovenia
  • Natalija Rojc Črnčec Prva gimnazija Maribor and II. gimnazija Maribor, Slovenia
  • Nina Šulin Conservatory of Music and Ballet Maribor; Faculty of Education, University of Maribor; and the Artdidakta art school, Maribor, Slovenia
DOI: https://doi.org/10.26529/cepsj.1997
Ključne besede: likovno izražanje, srednja šola, samorefleksija, krepitev socialno-čustvenih kompetenc, vizualni dnevnik

Povzetek

Umetnost nam omogoča, da pogledamo vase, spoznamo, kdo smo in kaj nas zanima. Povezuje nas z našimi mislimi, občutki, zaznavami ter z našo zunanjo realnostjo in izkušnjami. Umetniško izražanje omogoča dijakom, da razmišljajo o sebi in svojih občutkih, zavzamejo perspek­tivo drugega pri vrednotenju svojih likovnih del, si postavijo cilje in organizirajo potek svojega ustvarjalnega dela. Zato ni težko prepozna­ti povezave med likovnim izražanjem in krepitvijo socialno-čustvenih kompetenc. V raziskavi, izvedeni v šolskem letu 2023/24, smo s pomočjo študije primera ugotavljali, ali lahko ustvarjanje vizualnega dnevnika v obliki knjige umetnika pomaga dijakom prepoznati njihove misli, ču­stva in vrednote. V študijo primera smo vključili en razred dijakov 1. letnika srednje šole, ki so sodelovali prostovoljno, in njihovo učiteljico. Dijakom smo najprej predstavili model CASEL v povezavi z likovnimi deli umetnikov, ki se ukvarjajo s temami, povezanimi s socialnimi in čustvenimi kompetencami. Mentorica je kot posebno umetniško obliko predstavila knjigo umetnika v obliki vizualnega dnevnika. Naloga di­jakov je bila razmišljati o sebi, svojem počutju, vrednotah in o dejanjih ter s pomočjo lastnega vizualnega dnevnika razmišljati o svojem dnevu. V prostem času so dijaki nekaj tednov sestavljali vizualni dnevnik, ob­časno pa so se posvetovali z učiteljem. Podatki so bili zbrani z analizo nastalih vizualnih dnevnikov, vprašalnikom za učence in z intervjujem z mentorico.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Bertling, J. G. (2019). Layered collaborative visual reflection: Sharing lived experiences and making meaning. Art Education, 72(3), 28–38. https://doi.org/10.1080/00043125.2019.1578022

Birsa, E. (2018). Teaching strategies and the holistic acquisition of knowledge of the visual arts. Center for Educational Policy Studies Journal, 8(3), 187–206. https://doi.org/10.26529/cepsj.39

Bojc, D., & Potočnik, R. (2024). Secondary school students’ response to learning the concept of destruction and transformation of an artwork into another artwork in the visual arts class. Center for Educational Policy Studies Journal, Article 1734. https://doi.org/10.26529/cepsj.1734

CASEL. (n.d.). What is the CASEL framework? CASEL. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st century skills: A study of learners and teachers. International Journal of Education & the Arts, 22(2). https://eric.ed.gov/?id=EJ1289817

Edgar, S. N., & Morrison, B. (2021). A vision for social emotional learning and arts education policy. Arts Education Policy Review, 122(3), 145–150. https://doi.org/10.1080/10632913.2020.1774830

Elias, M., Zins, J. E., & Weissberg, R. P. (1997). Promoting social and emotional learning: Guidelines for educators. ASCD. https://eric.ed.gov/?id=ED414020

Farrington, C. A., Maurer, J., McBride, M. R. A., Nagaoka, J., Puller, J. S., Shewfelt, S., Weiss, E. M., & Wright, L. (2019). Arts education and social-emotional learning outcomes among K–12 students: Developing a theory of action. Ingenuity and the University of Chicago Consortium on School Research. https://consortium.uchicago.edu/sites/default/files/2019-05/Arts%20Education%20and%20Social-Emotional-June2019-Consortium%20and%20Ingenuity.pdf

Guglietti, M. (2023). Redefining visual literacy in an era of visual overload: The use of reflective visual journals to expand students’ visual thinking. Journal of University Teaching & Learning Practice, 20(4). https://doi.org/10.53761/1.20.4.03

Haralovich, V. (2023). Using aesthetic experiences to teach social-emotional learning in an art classroom. Art Education, 76(5), 16–23. https://doi.org/10.1080/00043125.2023.2226566

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio thinking 2: The real benefits of visual arts education. Teachers College Press.

Hofsess, B. A. (2015). The map of true places: Moving onward in artist-teacher preparation. Visual Arts Research, 41(1), 1–15. https://doi.org/10.5406/visuartsrese.41.1.0001

Kastner, L., Umbach, N., Jusyte, A., Cervera-Torres, S., Fernández, S. R., Nommensen, S., & Gerjets, P. (2021). Designing visual-arts education programs for transfer effects: Development and experimental evaluation of (digital) drawing courses in the art museum designed to promote adolescents’ socio-emotional skills. Frontiers in Psychology, 11, Article 603984. https://doi.org/10.3389/fpsyg.2020.603984

Kulinski, A. R. (2023). Finding my way: Using visual journals to forge a path of resilience and resistance. International Journal of Education & the Arts, 24(12), 1–43. https://doi.org/10.26209/ijea24n12

La Jevic, L., & Springgay, S. (2008). A/r/tography as an ethics of embodiment: Visual journals in preservice education. Qualitative Inquiry, 14(1), 67–89. https://doi.org/10.1177/1077800407304509

Leavy, P. (2020). Method meets art: Arts-based research practice. Guilford Press.

Loerts, T., & Belcher, C. (2019). Developing visual literacy competencies while learning course content through visual journaling: Teacher candidate perspectives. Journal of Visual Literacy, 38(1–2), 46–65. https://doi.org/10.1080/1051144X.2018.1564603

Mareza, L., Mustadi, A., Dewi, D. S. E., Mumpuniarti, & Suwarjo. (2024). Arts education for children with disabilities: A systematic literature review. Center for Educational Policy Studies Journal, Article 1667. https://doi.org/10.26529/cepsj.1667

Martin, L., Oepen, R., Bauer, K., Nottensteiner, A., Mergheim, K., Gruber, H., & Koch, S. C. (2018). Creative arts interventions for stress management and prevention: A systematic review. Behavioral Sciences, 8(2), 28. https://doi.org/10.3390/bs8020028

Mercer, A. (2010). Visual journaling: An intervention to influence stress, anxiety, and affect levels in medical students. The Arts in Psychotherapy, 37(2), 143–148. https://doi.org/10.1016/j.aip.2010.01.001

Mesec, B. (2023). Kvalitativno raziskovanje v teoriji in praksi [Qualitative research in theory and practice]. Inštitut za razvojne in strateške analize (IRSA) Slovenija. https://institut-irsa.si/wp-content/uploads/2023/03/Blaz-Mesec_Kvalitativno-raiskovanje-v-teorijiin-praksi_2023.pdf

Oller, J., Engel, A., & Rochera, M. J. (2021). Personalizing learning through connecting students’ learning experiences: An exploratory study. The Journal of Educational Research, 114(4), 404–417. https://doi.org/10.1080/00220671.2021.1960255

Patton, N., Higgs, J., & Smith, M. (2011). Envisioning visual research strategies. In J. Higgs, A. Titchen, D. Horsfall, & D. Bridges (Eds.), Creative spaces for qualitative researching: Living research (pp. 115–124). Brill. https://doi.org/10.1007/978-94-6091-761-5_12

Potočnik, R., & Rapuš Pavel, J. (2024). Visual arts teachers making art: A qualitative study of strengthening emotional and social skills through visual arts activities. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2372157

Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.

Tacol, A., Lekić, K., Juričič Konec, N., Sedlar Kobe, N., & Roškar, S. (2019). Zorenje skozi To sem jaz: Razvijanje socialnih in čustvenih veščin ter samopodobe: Priročnik za preventivno delo z mladostniki [Growing through This Is Me: Developing social and emotional skills and self-image: A manual for preventive work with adolescents]. Nacionalni inštitut za javno zdravje.

Willcox, L. (2017). Vulnerability in the art room: Explorations of visual journals and risks in the creation of a psychologically safe environment. Art Education, 70(5), 11–19. https://doi.org/10.1080/00043125.2017.1352982

Objavljeno
2025-06-27
Kako citirati
Batič, J., Rojc Črnčec, N., & Šulin, N. (2025). Vizualni dnevnik kot način za krepitev sposobnosti samorefleksije pri dijakih. Revija Centra Za študij Edukacijskih Strategij , 15(2), 33–50. https://doi.org/10.26529/cepsj.1997
Številka
Letn. 15 Št. 2 (2025): Toward Fulfilling the Gap Between Arts Policy and Practice
Rubrike
FOCUS

Authors who publish with this journal agree to the following terms:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.