Metodika nastave likovne kulture: Umjetnost kao komunikacija

Prema postojećem Nastavnom planu i programu za likovnu kulturu u osnovnim školama, učenici se u nastavi Likovne kulture minimalno susreću sa suvremenim tendencijama u umjetnosti. Takav program dovodi do upoznavanja učenika samo sa tradicionalnim medijima i tradicionalnim pristupima umjetnosti. Naglaska na promišljanju o likovnom djelu gotovo da nema, kao niti praktične izvedbe likovnih uradaka u suvremenim medijima. Učenici se sa suvremenom umjetnošću zapravo počinju susretati tek u srednjoj školi i nerijetko tada dolazi do averzije i podcjenjivanja iste. Učenici bi se trebali puno ranije upoznati sa suvremenim tendencijama u umjetnosti i okušati se u stvaranju istih kako bi kasnije lakše shvatili problematiku suvremene umjetnosti. Istraživanje se bavilo upravo tim problemom; kako učenicima kroz nastavu likovne kulture približiti suvremene tendencije u umjetnosti. Glavni cilj istraživanja bio je ispitati jesu li, i u kojoj mjeri, učenici informirani o suvremenoj umjetnosti. Osim toga, težište je bilo i na njihovoj reakciji na izradu umjetničke instalacije, koja je kao izborna tema često zapostavljena ili potpuno izostavljena u osnovnoškolskom obrazovanju. Istraživanjem se pokušalo odgovoriti na sljedeća pitanja: Koliko su učenici upoznati sa suvremenom umjetnošću? Jesu li zainteresirani za izradu instalacija? Koliko su likovni radovi učenika kreativni kada im se ne određuje materijal za rad? Dobivenim rezultatima istraživanja odgovorilo se na istraživačka pitanja, a svrha rada je opravdana. Uključivanjem suvremene umjetnosti u nastavu, učenici se upoznaju s aktualnim zbivanjima u umjetnosti, a drugačijim pristupima i poticanjima kreativnosti otvaraju se bezgranična polja ostvarenja zamisli i ideja.According to the existing Arts Curriculum for elementary schools, pupils are minimally exposed to contemporary art. Such situation results in 21st century pupils learning only about traditional media and traditional ways of understanding art. What is being left out is the stress on interpreting the artwork as well as the practical way artworks are made in contemporary media. All in all pupils encounter contemporary art only when they are in high school when they often look down on it with aversion. Pupils should encounter contemporary art much earlier in their education as well as try out producing their own artworks in order to better understand its specific nature and value later. The research was focused on this very problem - how to introduce pupils to contemporary art and it practice in their elementary school Art classes. The main aim of the research was to examine if, and to what extent, children are familiar with contemporary art. Besides that, focus was also on their reaction to making art installation which is generally neglected or completely left out since it is an elective topic in elementary school Art Curriculum. The research strives o answer the following questions: To what extent are children familiar with contemporary art? Are children interested in making art installations? How creative are children artworks when the material of the artwork is not prescribed? The research was done by causal comparative method of qualitative paradigm. The acquired results provided the answers to research question and the aim of the research has been justified. By means of introducing contemporary art into Art classes pupils are getting familiar with current developments in art and with a different approach and stimulation of creativity the endless field of possibilities is being opened for bringing to life their own thoughts and ideas