Textile techniques – interesting facts and usefulness from the point of view of elementary schoolers

Število ur, namenjenih obravnavi tekstilnih tehnik v programu osnovne šole, se je skozi zgodovino močno zmanjšalo. Glavni razlog za zmanjšan obseg ur, namenjenih tej vsebini v učnih načrtih gospodinjstva, je spremenjen življenjski slog sodobnega človeka. Tekstilni izdelki so cenovno dostopni, posameznik (cenene) tekstilne izdelke lahko hitro menja, nadomešča ali zavrže, za kar dejansko ne potrebuje znanja o različnih tekstilnih tehnikah. Posledično se znanje/obvladovanje posameznih tekstilnih tehnik izgublja skozi generacijeza mnoge učence je šola glavni prostor, kjer jih lahko spoznajo. Obvladovanje tekstilnih tehnik ni pomembno zgolj z vidika znanja – znati izdelati uporaben in estetski izdelek, temveč tudi z vidika sproščanja in razvoja možganov. V diplomskem delu je bila raziskava namenjena ugotavljanju mnenja učencev o tekstilnih tehnikah, ugotavljanju, katere tehnike so učenci spoznali pri pouku gospodinjstva, in ugotavljanju, kako pogosto jih uporabljajo doma. Raziskava, ki je potekala na eni osnovni šoli v Sloveniji in je vključevala 94 učencev šestega in sedmega razreda, je pokazala, da so učenci v šoli najpogosteje praktično izvajali šivanje. Najbolj zanimivo se jim je zdelo šivanje, sledilo je plemenitenje blaga. Ugotovljeno je bilo tudi, da so tako dečki kot deklice podobno odgovarjali na vprašanje o zanimanju za posamezno tekstilno tehniko. Učenci so zabeležili, da bi moral vsak po koncu osnovne šole poznati osnove šivanja. Rezultati so pokazali, da učence k učenju tekstilnih tehnik bolj spodbuja praktično delo in manj teoretična razlaga. Rezultati so tudi pokazali, da učenci menijo, da imajo najbolj razvite veščine šivanja, nekoliko manj pa veščine izvajanja ostalih tekstilnih tehnik, kot je npr. pletenje. Ugotovljeno je bilo tudi, da večina učencev nikoli ali zelo redko uporablja posamezne tekstilne tehnike v vsakdanjem življenju, pri čemer je bilo šivanje najbolj uporabljeno tako med dečki kot tudi deklicami.The number of hours dedicated to teaching the subject of textile techniques in the primary school programme has decreased throughout history. The biggest factor that contributed to reducing the amount of time in the curriculum for home economics is the changes in the lifestyle of modern humans. Textile products can be pricewise easily accessed, the buyer can replace, switch or discard (cheap) textile products quickly and for that they do not need any knowledge of textile techniques. Consequently, the knowledge and mastering of specific textile techniques gets lost with each generationfor many student’s school represents the main place where they can still learn these techniques. The mastering of the textile techniques is not only important for making and mending the textiles, but also for relaxing and developing the brain. The research for this diploma thesis was intended to establish the students’ opinions on textile techniques, which techniques they learned in the home economics class and how often they use the techniques at home. The research was conducted in a primary school in Slovenia and included 94 students in sixth and seventh grade. It showed that the students most commonly practically perform the technique of sewing. The students also enjoy sewing, followed by fabric refining. It was discovered that both boys and girls when asked about the interest in certain textile techniques answered similarly. The students noted that everyone should know the basics of sewing after finishing primary school. They also noted that they feel more motivated to learn about textile techniques when they use them practically and not theoretically. According to the results, the students believe that they are more skilled in sewing than in other textile techniques. It was also noted that most of the students never or very rarely use the textile techniques in everyday life while sewing was still the most used by girls and boys alike