Metodika nastave likovne kulture: Komentar društva kroz individualnu prizmu učenika

Ovo diplomsko istraživanje bavi se proučavanjem utjecaja okoline i njezinih normi na kreativni razvoj učenika. Cilj rada je istražiti kako različite okoline i njihove norme utječu na imaginaciju i kreativni razvoj učenika, iznošenje vlastitih stavova te kako učenicima ukazati na važnost individualnog i kreativnog izražavanja u svim aspektima života. Smatra se da okruženje u kojemu se odrasta ima veliki utjecaj na psihički razvoj kod djece, a time i na razvoj kreativnosti. Okruženje varira do lokacije pa su tako ispitana djeca sa tri različite lokacije: iz centra grada, periferije te iz manje sredine. Pretpostavlja se da mjesto odrastanja u nekoj mjeri utječe na razvoj učenika. Pri istraživanju pojavljuje se problem nedovoljne motiviranosti učenika, a time i nedovoljne imaginacije pri izvršavanju likovnih zadataka na satovima likovne kulture. Navedeni se problem očituje u sklonosti kopiranju drugih ili onoga što okolina nameće pa se tako često javlja šabloniziranje u likovnom izražavanju. Istraživačka pitanja na koja ovo istraživanje nastoji dati odgovor su: Na koji način se okolina odražava u radovima i kreativnom izražavanju učenika? Pomaže li učenicima u razvoju kreativnog izražavanja rješavanje raznih testova i zadataka kreativnosti? Kako pridonijeti većoj zainteresiranosti kod učenika u kreativnom izražavanju? Istraživanje se izvodi u tri različite osnovne škole, na tri različite lokacije (centar grada, periferija i seoska sredina) među učenicima sedmog razreda. Za istraživanje je korišten test kreativnog mišljenja Klausa Urbana i Hansa Jellena i test ,,Kuća-drvo-čovjek'' Johna Bucka. Rezultati istraživanja potvrdili su da učenici iz manjih sredina zadacima na nastavi likovne kulture pristupaju na puno kreativniji način i s više motivacije za dublju razradu tematike svog rada, u odnosu na učenike iz centra grada i gradske periferije. Učenici iz centra grada zadacima pristupaju automatizirano te površnije obrađuju zadane teme, što rezultira jednakim radovima i šabloniziranim izražavanjem. Kod učenika s periferije, kod manjeg broja ispitanika vidi se pomak u promišljanju i pronalaženju rješenja problema, no većinski se zadacima pristupa bez razumijevanja i s manjkom osobnog izražaja.This researches main purpose is to examine study and point out the influence of different environments and its norms on the creative development and creative expression in students. It is believed that the environment in which one grows up has a great influence on the mental development in a person, and thus on the development of creativity. The environment differs by location, thus children from three different locations were examined. The city center, the city outskirts or suburbs, and a small, rural area. It is assumed that the place of growing up to some extent affects the development of students, and that student from different backgrounds develop differently mentally and therefore creatively. The main problem of this research stems from the insufficient imagination in performing art tasks in primary school art classes. Students tend to copy each other or what the environment offers them through media, and thus a common problem of stereotyping in artistic expression appears. The goal of this research is to probe how different environments and their norms affect student imagination and creative development, the expression of opinions, and how to point out the importance of individual and creative expression in all aspect of everyday life. The questions this research will give answers to with its results are: How does the environment reflect itself in the creative expression of students? Do various creativity tests help developing creativity in students? How to contribute to and trigger grater interest for creative expression in students? The research was performed on seventh grade students in three different schools of a different environment via the test of creative thinking – Drawing production and the House –tree - person test developed by John Buck. The results of this research have proven that students from schools in rural areas have a much more creative and imaginative way of approaching their tasks during Art classes, and therefore elaborating the topic of their drawing even more unlike students from the city center and the suburbs. It has shown that students from the city are approaching their art tasks often automatically, with a superficial approach to the theme of their drawing, which results in same looking artworks and stereotypical expression. A different approach is seen in some of the works of students from the suburbs, however mostly without understanding the task and lack of personal expression