ULOGA NASTAVE LIKOVNE KULTURE U SUVREMENOM DRUŠTVU

U radu „Uloga nastave likovne kulture u suvremenom društvu“ istraţena je likovnost, kreativnost, slobodno vrijeme i suvremeno društvo i njihova pozicija u meĊusobnim odnosima. Ĉinjenica da se dugi niz godina nije ništa mijenjalo u konceptualnom smislu nastave likovne kulture, daje naslutiti kako je s vremenom moţda postalo i općeprihvaćeno od strane samog društva da je normalno da nastava likovne kulture ostane nepromjenjiva. Struka se s time ne slaţe te, kako se ĉini, uspijeva pronaći neke kanale kako bi se situacija barem pomaknula s mjesta. U trećem poglavlju istraţuje se konkretnija uloga nastave likovne kulture u suvremenom društvu, prvenstveno gledajući nastavu likovne kulture u Hrvatskoj, baveći se problemom satnice nastave koja uza se veţe duboke probleme koji se u konaĉnici odraţavaju u razliĉitim kulturnim i gospodarskim sektorima na razini drţave. Poglavlja 4, 5 i 6 istraţena su kao dobri primjeri i smjernice koje fokusiraju svoje nastavne metode na razvoj pojedinca u cijelosti. Postoje razliĉiti pristupi uĉenja koji se na drukĉiji naĉin odnose prema pojedincu u odnosu na klasiĉan model. Kroz suvremena istraţivanja u poglavlju 7 prikazana su detaljna istraţivanja koja bi implementacijom mogla podići društvenu svijest. Ista istraţivanja mogu posluţiti kao temelj pozitivnih promjena i dio rješenja nedostataka likovne kulture u suvremenom društvuThe paper "The role of teaching art culture in contemporary society" explores art, creativity, leisure and contemporary society and their position in mutual relations. The fact that for many years nothing has changed in the conceptual sense of art education, suggests that over time it may have become generally accepted by society itself that it is normal for art education to remain unchanged. The profession does not agree with this and, as it seems, manages to find some channels to at least move the situation. The third chapter explores the more specific role of art education in modern society, primarily looking at art education in Croatia, dealing with the problem of teaching hours that involve deep problems that are ultimately reflected in various cultural and economic sectors at the state level. Chapters 4, 5, and 6 have been explored as good examples and guidelines that focus their teaching methods on the development of the individual as a whole. There are different approaches to learning that relate to the individual in a different way compared to the classical model. Through contemporary research, Chapter 7 presents detailed research that could raise social awareness through implementation. The same research can serve as a basis for positive change and part of the solution to the shortcomings of art culture in contemporary society