Stanje ravni likovne apreciacije med devet- in desetletnimi učenci v slovenskih osnovnih šolah

  • Jerneja Herzog Faculty of Education, University of Maribor, Slovenia
  • Matjaž Duh Faculty of Education, University of Maribor, Slovenia
DOI: https://doi.org/10.26529/cepsj.935
Ključne besede: likovna apreciacija, recepcija, percepcija, osnovna šola, poučevanje likovne umetnosti

Povzetek

V sodobnem procesu poučevanja likovne umetnosti sta lastno ustvar-jalno izražanje učencev in likovna apreciacija namenjena spodbudi likovne percepcije in recepcije učencev; posledično imata vrednotenje in ponotranjenje umetniških del enako pomembno vlogo. V likovnovzgojni praksi uspevamo zagotoviti ustrezne spodbude za likovno izražanje in sledenje, medtem ko manj pozornosti namenjamo razvoju likovne apreciacije. Ta raziskava predstavlja izsledke študije, ki je spremljala razvoj sposobnosti likovne apreciacije med učenci, starimi od 9 do 10 let (4. in 5. razred; n = 2.794) v slovenskih osnovnih šolah. Stopnja sposobnosti likovne apreciacije je bila precej povprečna, se je pa pokazala za razvitejšo pri starejših učencih in deklicah. Pri spremljanju stratuma šol smo opazili statistično pomembno razliko pri percepciji, pri kateri so se učenci v mestnih šolah bolje odrezali kot njihovi vrstniki v primestnih šolah.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Arts education. (1996). A bibliography for the secondary level. Instructional Resources Unit. Curriculum and Instruction Branch. http://www.sasked.gov.sk.ca/docs/arts-ed/visart102030/vavwaw.html

Barth, W. (2000). Kunstbetrachtung als Wahrnehmungsübung und Kontextunterricht. Grundlagen und Unterrichtsbeispiele [Viewing art as a perception exercise and context teaching. Basics and teaching examples]. Schneider Verlag Hohengehren.

Belke, B., Helmut Leder, H., Strobach T., & Carbon, C. C. (2010). Cognitive fluency: High-level processing dynamics in art appreciation. Psychology of Aesthetics, Creativity, and the Arts, 4(4), 214–222.

Berce-Golob, H. (1990). Metode likovno vzgojnega dela v osnovni Å¡oli na podroÄju slikarstva [Methods of art education in primary school in the field of painting] (Unpublished doctoral dissertation). Akademija za likovno umetnost.

Bertscheit, R. (2001). Bilder werden Erlebisse. Mitreissenden methoden zur aktiven Bildbetrachtung in Schule und Museum [Pictures become experiences. Exciting methods for active image viewing in schools and museums]. Verlag an der Ruhr.

Coates, E. (1993). The language of appreciation through talking and making. Educational Review, 45(3), 251–262. http://www.informaworld.com/smpp/title~content=t713415680

Didi-Huberman, G. (1990). Was Wir sehen blickt uns an. Zur Metapsychologie des Bildes [What we see looks at us. On the metapsychology of the image]. Hanser Verlag.

Duh, M. (2004). Vrednotenje kot didaktiÄni problem pri likovni vzgoji [Evaluation as a didactic problem in art education]. PedagoÅ¡ka fakulteta UM.

Duh, M. (2016). Art appreciation for developing communication skills among preschool children. CEPS Journal, 6(1), 71–94.

Duh, M., Čagran, B., & Huzjak, M. (2012). Quality and quantity of teaching art appreciation. Croatian Journal of Education, 14(3), 625–655.

Duh, M., & Herzog, J. (2015). Monitoring the level of art appreciation of fourth-grade primary school students, Croatian Journal of Education, 18(sp.ed.2), 35–50.

Duh, M., & KljajiÄ, A. (2013). The level of art appreciation abilities of students in lower primary school grades. Å kolski vjesnik 62(2/3), 191–207.

Duh, M., & Korošec Bowen, A. (2014). The development of art appreciation abilities of pupils in primary school. The New Educational Review, 35(2), 42–54.

Duh, M., & ZupanÄiÄ, T. (2013). Likovna apreciacija in metoda estetskega transferja [Art appreciation and the method of aesthetic transfer]. Journal of Elementary Education, 6(4), 71–86.

Duh, M., ZupanÄiÄ, T., & ÄŒagran B. (2014). Development of art appreciation in 11-14 year-old students. The International Journal of Art & Design Education, 33(2), 208–222.

Funch, B. S., Krøyer, L. L., Roald T., & Wildt E. (2012). Long-term effect of aesthetic education on visual awareness. The Journal of Aesthetic Education, 46(4) 96–108. https://www.jstor.org/stable/10.5406/jaesteduc.46.4.009

Healey, D., & Runco, A. M. (2006). Could creativity be associated with insomnia? Creativity Research Journal, 18(1), 39–43. http://web.a.ebscohost.com/ehost/pdfview–er/pdfviewer?vid=3&sid=d8f820a4-90bd-4855-8e68-3f34102096c9%40sessionmgr4010

Hino, Y., Iwasaki, Y., Ueno, K., Okazaki, A., & Okumura, T. (2008). Another trend in art appreciation through dialogues. The 32nd InSEA World Congress and Research Conference. Proceeding CD. Osaka, Japan.

Ishizaki, K., Wang, K., & Parsons, M., (2008). Learning about appreciation skills: Case study of two teenagers, Congress Proceedings of 32nd In SEA World Congress and Research Conference (pp. 132–141). Osaka, Japan.

Jackson, E. (2009). Viewing the arts: A cross-sectional look at art appreciation across age groups. A Rising TIDE, 3(2010). http://www.smcm.edu/educationstudies/pdf/rising-tide/

volume-3/eric-jackson-mrp.pd

Jucker, J. L., & Barrett, J. L. (2011) Cognitive constraints on the visual arts: An empirical study of the role of perceived intentions in appreciation judgements. Journal of Cognition and Culture, 11(1), 115–136.

Kraguljac, M., & Karlavaris, B. (1970). Estetsko procenjivanje u osnovnoj Å¡koli [Aesthetic assessment in primary school]. UmetniÄka akademija.

KuÅ¡Äević, D., Kardum, G., & BrajÄić, M. (2014). Visual preferences of young school children for painting from the 20th century. Creativity Research Journal, 26(3), 297–304.

Law Suk Mun, S. (2010). An interdisciplinary approach to art appreciation. New Horizons in Education, 58(2), 93–103.

Leder, H., Belke, B., Oeberst, A., & Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments. British Journal of Psychology, 95(4), 489–508.

Leder, H., Carbon, C. C., & Ripsas, A. (2006). Entitling arts: Influence of title information on understanding and appreciation of paintings. Acta Psychologica, 121(2), 176–198.

Leder, H., Gerger, G., Dressler, G. S., & Schabmann, A. (2012). How art is appreciated, Psychology of Aesthetics, Creativity, and the Arts, 6(1), 2–10.

Lomas, T. (2016). Positive ART: Artistic expression and appreciation as an exemplary vehicle for flourishing. Review of General Psychology, 20(2), 171–182. http://dx.doi.org/10.1037/gpr0000073

Marsh, M. (1992). Art appreciation in practice in Sydney, Australia. ERIC Clearinghouse. https://eric.ed.gov/?id=ED354172

Matrić, M., & Duh, M. (2015). Creativity among gifted and non-gifted students. The New Educational Review 40(2) 247–259.

Pagany, D. (1993). Sich Bildern oeffnen. Gedanken und Anregungen zur Bildbetrachtung in der Grundschule. Teil 2 [Open to images. Thoughts and suggestions for viewing pictures in primary school. Part 2]. Grundschulmagazin, 8(1), 43–45.

Payne, M. (1990). Teaching art appreciation in the nursery school – its relevance for 3 and 4 year olds. Early Child Development and Care, 61(1), 93–106. http://dx.doi.org/10.1080/0300443900610112

Roald, T. (2008). Toward a phenomenological psychology of art appreciation. Journal of Phenomenological Psychology, 39(2), 189–212. https://doi.org/10.1163/156916208X338783

Seabolt, B. O. (2001). Defining art appreciation. Art Education, 54(4), 44–49.

Seumel, I. (2001). Assoziative Rezeptionsverfahren [Associative reception processes]. Kunst+Unterricht, 2(53), 4–10.

Tinio, P. P. L. (2013). From artistic creation to aesthetic reception: The mirror model of art. Psychology of Aesthetics, Creativity, and the Arts, 7(3), 265–275.

Uhlig, B. (2005). Kunstrezeption in der Grundschule. Zu einer grundschulspezifischen Rezeptionsmethodik [Art reception in primary school. Towards a primary school specific reception method]. Koaped.

Objavljeno
2020-12-22
Kako citirati
Herzog, J., & Duh, M. (2020). Stanje ravni likovne apreciacije med devet- in desetletnimi učenci v slovenskih osnovnih šolah. Revija Centra Za študij Edukacijskih Strategij , 10(4), 97–116. https://doi.org/10.26529/cepsj.935
Številka
Letn. 10 Št. 4 (2020): Art, for Children's Sake! At the Crossroads of Making, Understanding and Teaching Visual Art
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.