ARTS EDUCATION IN TRANSITION: ARTS EDUCATION IN THE EUROPEAN EDUCATIONAL SYSTEM

Rad se bavi analizom uloge umjetničkog obrazovanja u kontekstu suvremenog europskog obrazovnog sustava obveznog obrazovanja. U uvodnom dijelu problematizira zajedničke elemente europske tradicije estetskog/umjetničkog obrazovanja i značenje termina „obrazovanje za umjetnost“ i „obrazovanje putem umjetnosti“. Nakon toga se prelazi na kratak prikaz povijesti likovnog obrazovanja u Hrvatskoj. U drugom dijelu prikazani su rezultati komparativne analize predmetnih kurikula likovne umjetnosti u 11 europskih zemalja i nastavnog plana i programa likovne kulture u Hrvatskoj. Po svom karakteru ova je analiza uglavnom analiza sadržaja kurikula koja naglašava kvantitativne pokazatelje i sociokulturni kontekst. Rezultati analize pokazuju da u europskom sustavu obveznog obrazovanja likovnoj umjetnosti pripada važno mjesto jer nastava likovne/vizualne umjetnosti razvija likovno/vizualno mišljenje i estetsku i etičku svijest učenika te osposobljava učenika za samostalno vizualno izražavanje, što pridonosi usvajanju znanja i kvalitetnom odgoju i obrazovanju. Uočene su, međutim, stanovite razlike među analiziranim zemljama, likovno obrazovanje bolje je pozicionirano u onim zemljama u kojima o razvoju kurikula skrbe nacionalni instituti, nacionalna vijeća za vrednovanje kurikula i sl. i koje imaju nacionalni kurikulski okvir. Unatoč tomu, generalno gledano može se reći da likovno/vizualno obrazovanje ima bolji položaj i kvalitetniji sadržaj unutar navedenih zemalja nego u Hrvatskoj.This paper provides an analysis of the role of Arts education within the context of contemporary European system of compulsory education. The introductory part analyses the problems of common elements in European tradition of aesthetic/arts education as well as the meaning of the terms education for art and education through art. Further on, the paper gives a short presentation of the history of Art education in Croatia. The second part of the paper lays out the results of comparative analysis of Arts curricula in 11 European countries and Art syllabus in Croatia. In its essence, this analysis is mostly the analysis of curricular content which places an emphasis on quantitative indicators and socio-cultural context. The results obtained in this analysis point out the fact that within European system of compulsory education Art as a school subject has a relevant role because teaching Visual art develops visual thinking, as well as students’ aesthetic and ethical awareness. It also prepares students for independent visual expression which contributes to knowledge acquisition and quality education. However, certain differences among the analysed countries have been noticed. Arts education is much better positioned in those countries in which curriculum development falls under the scope of national institutions, national councils for curriculum evaluation etc. Those countries have also designed their national core curricula. Despite that, generally speaking, it can be concluded that Visual art education has a better position and content of a higher quality in the above mentioned countries than in Croatia