Visual arts make an integral part of educational influences aiming to stimulate the child’s overall development and upbringing. The educational dimension of visual arts was recognized very early and ...has become an integral part of various forms of institutional education. The activities of artistic expression and creation have become essential in the educational practice of kindergartens from the very beginnings of institutional early and preschool education. Different views on the child's artistic development influenced educational programs and curricula of early and preschool education. Following the foreign pedagogical experiences as well as local educational practice, methodological approaches to visual arts activities in kindergarten have changed and improved over time. Copying and imitating the way of expression of visual arts educators have been replaced by the child’s spontaneous and innovative artistic expression and creation.Keywords: institutional context; curricula; visual arts; pedagogical concepts, early and preschool education. --- Likovna kultura sastavni je dio odgojno-obrazovnih utjecaja u svrhu poticanja cjelovitoga razvoja i odgoja djeteta. Odgojno-obrazovna dimenzija likovne kulture prepoznata je vrlo rano te je postala sastavni dio različitih oblika institucionaliziranoga odgoja i obrazovanja. Aktivnosti likovnoga izražavanja i stvaranja postale sastavni dio odgojno-obrazovne prakse dječjih vrtića od samih početaka institucijskog ranog i predškolskog odgoja. Shvaćanja o djetetovom likovnom razvoju imala su utjecaj na odgojno-obrazovne programe odnosno kurikule ranog i predškolskog odgoja. Razvoj metodičkih pristupa likovnim aktivnostima u dječjem vrtiću mijenjao se i usavršavao tijekom vremena prateći pri tome strana pedagoška iskustva, ali i domaću odgojno-obrazovnu praksu. Pri tome je prijeđen put od precrtavanja i oponašanja likovnoga izraza odgojitelja do spontanog i stvaralačkog djetetovog likovnog izražavanja i stvaranja. Ključne riječi: institucijski kontekst; kurikuli; likovna kultura; pedagoške koncepcije, rani i predškolski odgoj
Sposobnost samorefleksije smatra se jednim od važnih područja za uvođenje pozitivnih promjena u učiteljskoj praksi te profesionalnom razvoju učitelja. Razmatrati pitanje sposobnosti samorefleksije ...studenata o njihovoj praktičnoj izvedbi nastave likovne kulture značajan je aspekt unapređivanja kvalitete nastavnog procesa i inicijalnog obrazovanja učitelja. Radi toga na Učiteljskom fakultetu Sveučilišta u Zagrebu provedeno je kvalitativno istraživanje u kojem se samorefleksijom nastojalo istražiti što studenti misle o vlastitoj izvedbi javnoga sata iz likovne kulture. U istraživanju su sudjelovali studenti četvrte godine razredne nastave, a provedeno je anonimnim anketnim upitnikom u ljetnom semestru ak. god. 2016./2017. U ovom radu izneseni su podaci koji su dobiveni odgovorima na otvorena pitanja, a razvrstani su u šest kategorija: 1. strahovi prije izvedbe javnoga sata, 2. poteškoće za vrijeme pisanja pripreme, 3. poteškoće tijekom rada s učenicima, 4. samoprocjena uspješnosti izvedbe javnoga sata, 5. kako poboljšati izvedbu javnoga sata i 6. što bi mijenjali u izvedbi javnoga sata. Rezultati su pokazali da kod studenata nedostatak vremena za realizaciju nastavnoga sata najčešće izaziva strah, a ujedno se ističe i problem integracije teorijskoga znanja u učiteljskoj praksi, primjerice, problemi u pisanju pripreme, komunikacija s učenicima i korištenje likovnoga jezika u objašnjavanju likovnih problema i pojmova. Dobiveni rezultati pružaju uvid u mišljenja studenata koja su proizašla iz njihove samorefleksije o izvedbi javnoga sata iz metodike likovne kulture i važnost samorefleksije za inicijalno obrazovanje i razvoj budućih učitelja.
Self-reflection is one of the most important practices both in teaching and in the professional development of teachers. Examining the students’ ability to self-reflect on their teaching practice is a significant aspect of improving the quality of their teaching, as well as the quality of their initial education. To this end, a qualitative phenomenological study was conducted at the Faculty of Teacher Education, University of Zagreb, during the second semester of the academic year 2016/17. The study attempted to examine the students’ reflections on their teaching experiences in a Visual Arts class. The sample consisted of Primary Education students in their fourth year of study. The participants filled in an anonymous questionnaire with open-ended questions. This paper presents the data received during the analysis of the participants’ answers, grouped in six categories: fears experienced before the lesson, difficulties associated with writing the lesson plan, difficulties experienced while working with the pupils, self-assessment of the efficacy of their teaching performance, potential areas for performance improvement, and parts of the performance the students wanted to change. The most common fear was that there would not be enough time to cover all content and activities. The participants also reported encountering difficulties with integrating theoretical knowledge with teaching practice, e.g. during planning and preparation for the lesson, communicating with the pupils, and using art-specific language in teaching visual arts problems and terms. The obtained data provides insight into the outcomes of students’ self-reflections on their visual arts teaching experiences and the importance of self-reflection for the initial education and professional development of future teachers.
U radu je istražena povezanost između zadovoljstva nastavom iz metodike likovne kulture (MLK) s organizacijom nastave i obvezama studenata. Izdvojeni su samo neki od aspekata organizacije nastave ...koji u kontekstu ovog istraživanja podrazumijevaju broj studenata na predavanjima i vježbama, a obveze studenata vezane uz studij mjere se brojem izostanaka i njihovim završnim ocjenama. Istraživanje je provedeno na sedam učiteljskih fakulteta u Republici Hrvatskoj na uzorku od 220 studenata treće godine Ranog i predškolskog odgoja i obrazovanja. Korelacije su provedene na nezavisnim varijablama završna ocjena, broj izostanaka, broj studenata na predavanjima i vježbama iz MLK i tvrdnji vezanih uz skupne zavisne varijable, od kojih su u statistički značajnoj korelaciji: nastavno posredovanje, praćenje i ocjenjivanje studenata i organizacija nastave MLK. Zadovoljstvo studenata nastavom iz MLK u ovom istraživanju najviše je izraženo putem korelacija nezavisnih varijabli s nastavnim posredovanjem koje podrazumijeva kvalitetnu nastavnikovu izvedbu nastave i suradnički odnos sa studentima. Kao i kod prethodnih istraživanja, veće zadovoljstvo studenata povezano je s radom u manjim skupinama, a i s manjim brojem izostanaka s nastave.
The paper deals with the connection between the satisfaction with Art Methodology Teaching (AMT) and the organisation of teaching and students’ obligations. Only some of the aspects of the organisation of teaching were singled out, which in the context of this research imply the number of students at lectures and exercises, while students’ obligations regarding the study were measured by the number of absences and their final grades. The research was carried out at seven Faculties of Teacher Education in the Republic of Croatia, at the sample of 220 third year students of Early childhood and preschool education. Correlations were carried out between independent variables final grade, number of absences, number of students at AMT lectures and exercises and statements connected with group dependent variables, among which they are in a statistically significant correlation: teaching mediation, monitoring and evaluation of students and the organisation of Art Methodology teaching. The satisfaction of students with Art Methodology Teaching in this research has been mostly expressed through correlations of independent variables with the teaching mediation which implies quality teaching process and collaborative relationship teacher-students. Like in previous studies, both students’ satisfaction and smaller absenteeism were connected with the work in smaller groups.
AbstractIn the contemporary society, creativity is one of the most desirable abilities which an individual can possess in all the fields of human activity. On the other hand, educational policy and ...national curriculums marginalize the importance of art subjects in most countries in the world, while the advantage is given to STEM disciplines (science, technology, engineering, mathematics). Although creativity, according to many educational standards, is one of the key abilities, in teaching practice routine activities are still valued more than creative ones. However, it is the art subjects which develop creativity (constructive) potential within an individual, although this also heavily depends on a teacher/professor, on his/her methodological approach and abilities within the scope of professional activity. Therefore, we conducted empirical research in Visual Arts Teaching Methodology training and non-training primary schools. We expected that we would foster students’ development of creativity through regular collaboration with university, problem-based learning of art and artistic language, inventiveness in creating art assignments and through increasing public awareness of harmfulness of stereotypical artistic expression. Among a large number of verified tests of creativity, Urban-Jellen test “The Test for Creative Thinking - Drawing Production (TCT-DP)”, which is based on the activity of drawing, was selected and used in this study. We wanted to know whether there was a statistically significant difference between training and non-training schools in students' performance on the test used to examine the level of creativity. The level of statistically significant difference between the control group and the experimental group was determined by a chi-squared test. The research has been carried out in elementary schools in the area of the city of Zagreb, on the sample that included the students of fourth and eighth grade. The results of the research indicate that there is a possible influence of collaboration between the mentors and university professors and students of teacher-training college within the scope of Visual Arts Teaching Methodology course on students' creativity.Key words: collaborative mentoring; creative capacity; problem-based teaching; stimulation of creativity; visual arts. ---SažetakU suvremenom je društvu kreativnost jedna od najpoželjnijih sposobnosti koju pojedinac posjeduje u svim područjima ljudskog djelovanja. S druge strane, obrazovna politika i nacionalni kurikuli u većini zemalja svijeta umjetničke predmete marginaliziraju po važnosti, a prednost se daje STEM (engl. science, technology, engineering, mathematics) disciplinama. Iako je, prema mnogim obrazovnim standardima, kreativnost jedna od ključnih kompetencija u nastavničkoj praksi, i dalje se vrednuju rutinske više nego kreativne aktivnosti. Upravo umjetnički predmeti u obrazovanju razvijaju u pojedincu kreativni (stvaralački) potencijal, ali to uvelike ovisi i o učitelju/nastavniku, o njegovu metodičkom pristupu i kompetencijama u okviru profesionalnog djelovanja. Stoga smo proveli empirijsko istraživanje u mentorskim (za Metodiku likovne kulture) i nementorskim osnovnim školama. Očekivalo se da će se redovitom suradnjom s fakultetom, putem likovnojezične problemske nastav, inventivnosti u osmišljavanju likovnih zadataka i osvještavanjem problematike štetnosti stereotipnog likovnog izražavanja utjecati na razvoj kreativnosti kod učenika. Između većeg broja provjerenih testova kreativnosti, upotrijebljen je Urban - Jellen „The Test for Creative Thinking - Drawing Production (TCT-DP)“, koji se temelji na crtačkoj aktivnosti. Zanimalo nas je postoji li statistički značajna razlika između mentorskih i nementorskih škola u rješavanju testa kojim se ispituje stupanj kreativnosti. Stupanj značajnosti razlike između kontrolne i eksperimentalne skupine statistički je utvrđen hi-kvadrat testom. Istraživanje je provedeno u osnovnim školama na području Grada Zagreba, na uzorku koji je obuhvaćao učenike četvrtih i osmih razreda. Rezultati istraživanja ukazuju na moguć utjecaj suradnje učitelja mentora sa sveučilišnim nastavnicima i studentima učiteljskih studija u okviru Metodike likovne kulture na kreativnost učenika.Ključne riječi: likovna kultura; poticanje kreativnosti; problemska nastava; stvaralaštvo; mentorska suradnja.
Active participation in art activities has a positive effect on the development of creativity and sensibility in children, as well as their emotional development, which is usually neglected in ...contemporary education due to the continuous development and influence of technology on education. The purpose of this study is to investigate how often preschool teachers encourage children to creatively express themselves through music and visual arts based on the preschool teachers’ sensibility and interest in the arts, which are developed through after-school art education and visits to art-related events, such as art exhibitions or musical performances. Data were collected through an anonymous questionnaire on a sample of 137 preschool teachers attending the graduate studies program of Early Childhood and Preschool Education. The participants who engaged in after-school art education, visited art exhibitions, and attended musical events, conducted art activities more frequently than those who rarely attended those types of events. The results highlight the importance of the preschool teachers’ sensibility and interest in music and visual arts for facilitating the holistic development of children by encouraging them to participate in art activities from an early age. Key words: creativity encouragement; early childhood and preschool education; music creation; visual arts creation. SažetakAktivno sudjelovanje u umjetničkim aktivnostima utječe na razvoj djetetove kreativnosti, senzibilizira ga te obogaćuje njegov emocionalni razvoj koji je u današnje vrijeme često zapostavljen zbog neminovnog razvoja i utjecaja tehnologije. Cilj je ovoga rada utvrditi koliko često odgojitelji potiču kreativan izraz djece provođenjem glazbenih i likovnih umjetničkih aktivnosti ovisno o njihovu senzibilitetu i interesu za navedena umjetnička područja, koje razvijaju dodatnim umjetničkim obrazovanjem, posjećivanjem likovnih i glazbenih umjetničkih događanja. Istraživanje je provedeno na uzorku od 137 odgojitelja, studenata diplomskog studija Ranog i predškolskog odgoja koji su upisom navedenog studija pokazali interes i želju za daljnjim usavršavanjem i razvojem svojih profesionalnih kompetencija. Kao instrument za prikupljanje podataka koristio se anonimni anketni upitnik, konstruiran za potrebe ovog istraživanja. Učestalost provođenja aktivnosti na području glazbene i likovne umjetnosti u vrtiću ovisila je o području umjetnosti kojim su se ispitanici dodatno bavili uz redovito školovanje, ali ne i o trajanju dodatnog umjetničkog obrazovanja. Oni ispitanici koji češće posjećuju likovne izložbe i glazbena umjetnička događanja izjasnili su se da značajno češće provode umjetničke aktivnosti u odnosu na ispitanike koji rjeđe posjećuju takva događanja. Rezultatima ovog istraživanja stječe se uvid u stanje provođenja umjetničkih aktivnosti s djecom rane i predškolske dobi u odgojno-obrazovnoj praksi. Ukazuje se i na važnost senzibiliteta i interesa odgojitelja u umjetničkom području za cjelovit razvoj djece, koji se ostvaruje poticanjem njihova sudjelovanja u umjetničkim aktivnostima od rane dobi. Ključne riječi: glazbeno stvaralaštvo; likovno stvaralaštvo; odgojitelji; poticanje kreativnosti; rani i predškolski odgoj.
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