Улога ликовног дела у васпитању и образовању деце предшколског и основношколског узраста

Марија M. Павловић, Универзитет у Београду, Учитељски факултет, имејл: marija.pavlovic@uf.bg.ac.rs

Иновације у настави, XXIX, 2016/1, стр. 16–28

doi:10.5937/inovacije1601016P

| PDF | | Extended summary PDF |

 

Резиме: Циљ рада је да се покаже колики образовни потенцијал има поучавање помоћу ликовног дела у општем образовању и васпитању уколико се примењују адекватни приступи и стратегије у раду са децом, а школе и вртићи повежу са институцијама културе. Дата је анализа различитих васпитно-образовних приступа и стратегија које су базиране на употреби ликовних дела и спроводе се у педагошкој и музејско-галеријској пракси. Када кажемо ликовна дела, мислимо на целокупно уметничко наслеђе из области визуелних уметности, попут дела ликовних, примењених уметности, уметничких заната, савремених медија, архитектуре, индустријског дизајна итд. Постављен је још један циљ рада, а то је да се испитају ставови васпитача, учитеља и наставника ликовне културе у нашој средини о сопственој методичкој пракси у којој се користе ликовна дела. Резултати истраживања упућују на закључак да се ликовна дела код нас недовољно користе у раду са децом предшколског и основношколског узраста. Ипак, охрабрује податак да васпитачи, учитељи и наставници ликовне културе имају потребу и жељу да се додатно стручно оспособљавају у овој области и да постоји мотивација да се дела визуелних уметности учесталије користе у раду са децом. Закључци произишли из теоријске анализе и спроведеног емпиријског истраживања пружају основе за осмишљавање образовних програма за наставнике у нашој средини који би се бавили описаним садржајима.

Кључне речи: ликовно дело, наставник, развојне компетенције деце, васпитно-образовни приступи и стратегије, уметнички музеји и галерије.

Summary: The aim of this paper is to show an educational scope with the means of an art piece in general education if adequate approaches and strategies in work with children are applied, and school and pre-schools are connected to the institution of culture. The analysis of different pedagogical-educational  strategies was given, and they were based on the use of the works of art and they are performed in pedagogical and museum-gallery praxis. When say pieces of art, we think about the whole art heritage in the field of visual art, such as works of paintings, applied arts, art and craft works, contemporary media, architecture , industrial design, etc. One more aim of the paper was determined, and that is, examining attitudes of pre-school teachers, primary school teachers and Art teachers in our environment and own methodological praxis in which works of art are used. Results of the research point at the conclusion that works of art are insufficiently used in work with children of pre-school and primary school children. Nevertheless, there is a stimulating effect showing that teachers, and Art teachers have the need for professional development in this field, and that there is motivation for the works of art to be used visually in work with children. Conclusions provided by the theoretical analysis and completed empirical research offer bases for creating educational programmes for teachers in our environment who would use the described contents.

Key words: Art work, teacher, developmental competencies of children, educational-pedagogical approaches and strategies, art museums and galleries.

 

Литература

  • Addiss, S. & Erickson, M. (1993). Art History and Education. Champaign-Urbana, Illinois: University of Illinois Press.
  • Armstrong, C. L. (1993). Effects of Training in an Art Production Questioning Method on Teacher Questioning and Student Responses. Studies in Art Education, 34 (4), 209–221.
  • Barnes, R. (1993). Art, Design and Topic Work, 8–13. London – New York: Routledge.
  • Burnham, R. & Kai-Kee, E. (2011). Teaching in the Art Museum: Interpretation as Experience. Los Angeles: The J. Paul Getty Museum.
  • Clement, R. (1993). The Art Teacher’s Handbook. Cheltenham: Stanley Thornes.
  • Dyson, A. (1984). Originality and Originals, Copies and Reproductions: Reflections on a Primary School Project. Journal of Art & Design Education, 3 (2), 181–190.
  • Gardner, H. (1982). Art, Mind, and Brain: A Cognitive Approach to Creativity. New York: Basic Books.
  • Geahigan, G. (1998). From Procedures, to Principles, and Beyond: Implementing Critical Inquiry in the Classroom. Studies in Art Education, 39 (4), 293–308.
  • Gibson, M. & Larson, M. (2007). Visual Arts and Academic Achievement. Journal for Learning through the Arts, 3 (1). Retrieved August 4, 2014. from http://www.escholarship.org/uc/item/0n8128hm.
  • Grauer, K. (1998). Beliefs of preservice teachers toward art education. Studies in Art Education, 39 (4), 350– 370.
  • Hadži Jovančić, N. (2012). Umetnost u opštem obrazovanju: Funkcije i pristupi nastavi. Beograd: Učiteljski fakultet i Klett. Herz, R. S. (2010). Looking at Art in the Classroom: Art Investigations from the Guggenheim Museum. New York: Teachers College Press.
  • Housen, A. (2001–2002). Aesthetic Thought, Critical Thinking and Transfer. Arts and Learning Research Journal, 18 (1), 99–132.
  • Housen, A. (2007). Art Viewing and Aesthetic Development: Designing for the Viewer. Visual Understanding in Education. Retrieved December 12, 2014. from http://www.vtshome.org/research/articles-other-readings.
  • Hubard, O. (2007). Complete Engagement: Embodied Response in Art Museum Education. Art Education, 60 (6), 46–53.
  • Hurwitz, А. & Madeja, S. S. (1977). The Joyous Vision (A source Book for Elementary Art Appreciation). Englewood Cliffs, New Jersey: Prentice-Hall.
  • J. Paul Getty Trust (2012). Summary Report of Survey Findings Teacher Programs: Assessing the Getty Museum’s Online Resources for K–12 Teachers. Retrieved May 15, 2014. from http://www.getty.edu/education/museum_educators/downloads/getty_online_survey_report.pdf.
  • Kindler, A. (1995). Significance of Adult Input in Early Childhood Artistic Development. In: Thompson, C. (Ed.). The Visual Arts and Early Childhood Learning (10–14). Reston, VA: The National Art Ed. Assn.
  • Machotka, P. (1966). Aesthetic Criteria in Childhood: Justifications of Preference. Child Development, 37 (4), 877–885.
  • Morrison, A., Orbach, C. & Dyson, A. (1995). Primary looking: five projects for primary school children working with twentieth-century art. (Eds.) Thistlewood, D. Published Liverpool: Tate Gallery Liverpool.
  • Parsons, M. (1987). How We Understand Art: A Cognitive Developmental Account of Aesthetic Experience. New York: Cambridge University Press.
  • Perkins, D. N. (1994). The Intelligent Eye – Learn to think by looking Art. Santa Monica: The Getty Center for Education in the Arts.
  • Pijaže, Ž., Inhelder, B. (1996). Intelektualni razvoj deteta. Beograd: Zavod za udžbenike i nastavna sredstva.
  • Pijaže, Ž., Inhelder, B. (1990). Psihologija deteta. Sremski Karlovci – Novi Sad: Izdavačka knjižarica Zorana Stojanovića, Dobra vest.
  • Rogoff, B. (1990). Apprenticeship in Thinking, Cognitive Development in Social Context. New York – Oxford: Oxford University Press.
  • Vigotski, L. S. (1983). Mišljenje i govor. Beograd: Nolit.
  • Vigotski, L. S. (1990). Učenje i razvoj u predškolskom uzrastu. U: Mirić, J. (ur.). Kognitivni razvoj deteta: zbornik radova iz razvojne psihologije (47–55). Beograd: Savez društava psihologa SR Srbije.
  • Yenawine, P. (1991). How to Look at Modern Art. London: Chatto & Windus.
  • Yenawine, P. (2013). Visual Thinking Strategies: Using Art to Deeper Learning Across School Disciplines. Cambridge: Harvard Education Press.
Избор језика
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Индексирано у
345   This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Индексирано у
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Индексирано у
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Пратите Иновације у настави
345   345   345