Art pedagogues and professional staff should, in addition to correct art pedagogical work, influence the development of the child on several levels. One of them is the social level, which is also ...important for children with special needs. They can achieve this in different ways: through art play, which is adapted to the child, adequately selected motive, appropriate motivation. It could also be said that it is similar with children with special needs. When it comes to socialization, art education of the head of the preschool work, we must take into account the children with all their specifics and thus achieve the adaptation of the program and approach. For example, in children with intellectual disabilities, the developmental path depends on many different factors such as diagnosis, age, sociological conditions, and the current environment. Therefore, our pedagogical approach in art education must be adapted and harmonized with the child's needs. In this article, we present the results of a qualitative research, a case study, where we monitored the artistic activity of a 6-year-old girl with Down syndrome. The survey lasted 3 months. Through the comparison of the theoretical characteristics of ordinary art pedagogical work and art pedagogical work in children with special needs, we wanted to find common ground and differences. The emphasis was on the emotional part of artistic creation, which is tied to the artistic motive, as this can be a good stimulus for the emancipation and socialization of a child with special needs in a group.
Previous research has shown that the method of aesthetic transfer works successfully in preschool as well as in primary and secondary education when it comes to regular forms of teaching. In this ...study, we were interested in how this principle can be implemented in museum education in an authentic gallery space. To this end, a case study was conducted with a sample of 55 students aged 12-14 (n = 55). The method of aesthetic transfer was tested on 4 works in the Maribor Art Gallery. The results show that the method of aesthetic transfer proved to be a successful didactic principle even in the gallery space, especially as a successful principle for learning about contemporary visual art.
In the contemporary process of teaching fine arts, the students’ own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the ...evaluation and internalisation of works of art play an equally important role. In art education practice, we manage to provide adequate incentives and are able to follow incentives for artistic expression, but pay less attention to developing art appreciation. This research presents the results of a study that monitored the development of art appreciation abilities among 9- and 10-year-old students (4th and 5th grades; n = 2794) in Slovenian primary schools. The level of art appreciation abilities was rather average, but was more developed among older students and girls. In monitoring the school stratum, we did, however, notice a statistically significant difference regarding perception, whereby students in urban schools performed better than their peers in suburban schools. (DIPF/Orig.)
Following paper is a part of a bigger research in the field of didactics of art education and printmaking in primary school. Paper sums up a part of research that deals with feasibility of practising ...different printmaking techniques in the first triad of primary school. During our research we carried out lessons of art education with the same art field (printmaking) and the same motif (self-portrait). In the first part of the lessons, students learned about selected Slovenian printmakers and their works with the motif of self-portrait. We highlighted the importance of Slovenian art. Through artworks, they learned about printmaking techniques, art terms and motif of self-portrait. In the first part of the paper we present printmaking in primary school, printmaking techniques and operational goals concerning the field of art education, as dictated by the curriculum (Učni načrt, 2011). In the second part of the paper we present results of the survey in which students had to show preference for either printmaking technique or for motif of self-portrait. We also present short description of printmaking techniques that we performed in class. Results of the research show that, in the first triad, it is possible to perform the printmaking techniques that are presented in the curriculum and also techniques that are somewhat unknown and unusual, experimental. In most cases, students didn't have any problem understanding the technical process of making a matrix, understanding the print and the principle of mirror image.
There is a lack of research in the field of monitoring artistic creativity in secondary schools in Slovenia, so a study was conducted on the population of 81 pupils of different secondary school ...programs in Slovenia, aged 16 years, where we monitored artistic creative abilities. We analysed the achievements of pupils in terms of common artistic abilities, and also examined differences between groups of factors of artistic creativity, which encourage and enable artistic creativity, as well as in terms of differences in individual factors of artistic creativity. The analysis was aimed at identifying the differences between different secondary school programs. The results show that pupils in the art secondary school program generally lead the way. However, the pupils of the general secondary school program achieved better results in the factor of artistic originality. Such a result confirms that good results can be achieved in the field of the development of artistic creativity also in general secondary school programs with the appropriate art pedagogical work. Key words: artistic creativity, creativity, factors of artistic creativity, pupils
The article is based on research of fine arts creativity carried out among elementary school fifth-grade students. The introductory theoretical section addresses children’s fine arts development and ...analyses the very complex notion of fine arts creativity by defining its factors. The second part is an empirical study of fifth-grade students’ fine arts creative skills, based on an assessment of the correlation between the factors defining fine arts creativity. Both descriptive and non-experimental methods were used on a systematic random sample of 1364 Slovene fifth-grade students. The results showed statistically significant differences in the level of fine arts development between the two genders, with the girls being more successful than the boys. The same is true of elaboration as a factor of fine arts creativity. The analysis of linear associations showed some connections between the factors encouraging fine arts creativity and between those enabling it. The connection between these two groups of factors was also established.
In the present article the significance and the role of art appreciation are dealt with. The ways and procedures of developing art appreciation of pupils in primary school are presented. With the ...support of the procedure of gradual uncovering of an artwork, in which two different methods were employed, namely increasing the sharpness and fragmentary image, the response and experience of 14 - 15 years old pupils were investigated in this study. In this, focus was on the examination of appropriateness of the procedures according to the type of the selected artworks. The procedures were examined on two sets, namely on a set of artworks with realistically depicted motifs and on a set of abstract paintings. We have found the selected procedures were to a certain extent more appropriate for dealing with realistic motifs, and to a lesser extent for abstract motifs. For pupils it is more difficult to accept an unknown, alien image, they much more easily identify themselves with recognisable forms and motifs. The latter motivate and inspire them more; they activate communication and in consequence raise the level of the development of art appreciation.
AbstractThe development of child’s creativity in primary school is not just the task of arts education, but of all school subjects. The overall curriculum should be focused on the development of each ...person in education, both on the development of her or his knowledge and abilities, and on encouraging creativity in various fields. Respect, release, and development of all child’s potentials is an important condition for creativity, as children have at their disposal a fair amount of abilities needed to create.In the paper, we present the outcomes of a study in which the level of artistic development of fourth-year students was analysed in Croatian primary schools.The results indicate that there are differences in the creative levels, manifested as better results in favour of boys. There are also differences in optical-thematic development, in this case manifested as better results in favour of girls. Key words: artistic creativity; artistic development; primary school; visual culture.---SažetakRazvijanje djetetove kreativnosti u osnovnim školama nije samo zadatak predmeta likovne kulture nego svih predmeta. Sveukupni kurikul morao bi biti usmjeren na razvoj svakog subjekta u odgoju i obrazovanju, kako u razvijanju njegova znanja i sposobnosti tako i u poticanju njegove kreativnosti na raznim područjima. Poštivanje, oslobađanje, poticanje i razvijanje svih djetetovih sposobnosti preduvjet je kreativnosti s obzirom na njegovu inherentnu kreativnu sposobnost. U radu predstavljamo rezultate istraživanja u kojem smo analizirali razinu likovnog razvoja kod učenika četvrtih razreda osnovne škole u hrvatskim osnovnim školama. Rezultati ukazuju na postojanje razlika u razini njihova stvaralaštva, što osobito pokazuju kod kreativnog razvoja. Razlike se uočavaju u korist dječaka, a kod optičko-tematskog razvoja u korist djevojčica. Ključne riječi: likovna kreativnost; likovna kultura; likovni razvoj; osnovna škola
In the paper we present the findings of the empirical research study whose purpose was to monitor creativity abilities of seventh grade pupils in Slovenian elementary schools. More concretely, we ...monitored the levels of artistic-creative and artistic-formative development. The research sample consisted of 247 seventh graders in various elementary schools. We examined creativity abilities from the perspective of differences between the two genders. The results of the study showed at the level of artistic-formative development girls dominate, while no statistically significant differences were found in artistic-creative development.
U radu su izneseni rezultati empirijskoga istraživanja u kojem se pratilo kreativne sposobnosti učenica i učenika sedmoga razreda u slovenskim osnovnim školama. Pratile su se razine umjetničko-kreativnoga i umjetničko-oblikovnog razvitka. U istraživanju je sudjelovalo 247 učenica i učenika, a uzete su u obzir i razlike u kreativnim sposobnosti u odnosu na spol. Rezultati istraživanja pokazali su da učenice dominiraju u umjetničko-oblikovnom razvoju nad učenicima, a u umjetničko-kreativnom razvitku nije bilo statistički značajnih razlika.
Sodobni trendi v vzgoji in izobraževanju težijo k spodbujanju samostojnosti, k izoblikovanju celostne osebnosti in ne nazadnje tudi k ustvaijalnosti. V tem pogledu se nam pojavlja vprašanje, koliko ...je naš izobraževalni sistem podprt za razvijanje otrokove ustvaņalnosti in koliko se resnično posveča pozornosti razvijanju ustvaņalnosti, ko govorimo o praksi. V príspevku predstavljamo rezultate raziskave, v kateri smo spremljali nivo likovnoustvarjalnih in nivo likovnooblikovnih sposobnosti pri sedmošolcih v slovenskih osnovnih šolah. Poudarek je bil na preveņanju razlik med spoloma, ker vemo, da se dečki in deklice v starostnem obdobju drugega vzgojno-izobraževalnega obdobja razvijajo drugače, zato je treba tudi drugače postopati pri izbiri likovnopedagoških postopkov in metod.
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