The use of computers in teaching fine arts at the primary school level : transition from quantity to quality [Elektronski vir]
Duh, Matjaž
After several years of enthusiastic artistic creation in the subject of Fine Arts by means of computer tools a considerable decrease of interest can be noticed in Slovene Primary Schools. In the 90's ...of the previous century the expositions of children's work of art were full of imaginatively created computer graphics. Today the representation of those is more modest (smaller) but the quality of the work of art created by computer tools is much higher. It can be confirmed that computer generated artistic production fosters a new quality in spite of a less frequent use of computer tools in the teaching of Fine Arts at our Primary Schools. The teachers of Fine Arts who explore or research computer tools and also use them creatively with their learners fully understand the artistically expressive specificity of this tool. In the 90's of the last century computer paintings (pictures) and drawings with more or fewer motifs were only a pale copy of the drawings and paintings created by traditional (classical) painting tools. In the recent times on the other hand we encounter children's work of art which fully exploits the advantage of computer tools. The use of options in specific computer modelling functions offered by the most common art programmes were perceived as a distinctive feature of a quality in the children's work of art even beforehand. The present quality children's artistic production completes the existing options and at the same time explores many other functions of contemporary computer programmes. Modern input units in particular open up new possibilities for artistic modelling or creation. Regardless of the variety in the possibilities of use of the newest computer technology the teachers should be aware of the goals in the teaching of Fine Arts. Their work must be conceived in a way that is in agreement with the principles and basic goals of the modern Fine Arts teaching from the didactic, content and organisational point of view.
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