Metodika nastave likovne kulture: Odrazi supkulture u nastavi predmeta Likovne kulture

Svrha diplomskog rada je podizanje svijesti o uličnoj umjetnosti, kao općeprihvaćenoj grani suvremene umjetnosti prisutnoj posljednjih pola stoljeća, kojom smo svakodnevno okruženi te pokušaj dokazivanja da ulična umjetnost zaslužuje svoje mjesto u nastavi Likovne kulture. Ulična umjetnost danas je najdostupniji oblik umjetnosti koji ''ne pita'' želite li ga vidjeti već je stavljen u javni prostor da ga vidimo, te smo, bez pitanja o vlastitim preferencijama, natjerani da uličnu umjetnost konzumiramo svakodnevno i izravno što dovodi do toga da određeni radovi ulične umjetnosti imaju mnogobrojniju publiku od najpopularnijih remek djela u galerijskim i muzejskim prostorima. Također, ulična umjetnost puno brže i slobodnije cirkulira internetom i društvenim mrežama što također širi njezinu konzumaciju. Učenici, učeći o povijesti nastanka ulične umjetnosti, njenom razvoju, razvoju raznih tehnika i stilova kao i što je ulična umjetnost danas, osvješćuju svakodnevnu okruženost uličnom umjetnošću, ali i uočavaju da je ulična umjetnost ravnopravana sa svim drugim oblicima visoke umjetnosti. Tako se dokazuje da se kroz predavanje i stvaranje ulične umjetnosti mogu obraditi svi važni termini, pojmovi, teme, likovni problemi, stilovi, itd. Upravo uporabom raznih tehnika ulične umjetnosti (šablone, stickeri, graffiti, paste up-ovi, murali, razne intervencije u javnom prostoru), istražila se reakcija učenika na novi sadržaj. Istraživanje se provelo kvalitativnom metodom s učenicima dvaju sedmih razreda osnovne škole. Na prvom dvosatu obrađivalo se kroz temu proporcija, preko tehnike izrade stickera, a na drugom će se tema ritma obraditi izlaskom s učenicima u javni prostor i tehnikom crtanja grafita. Učenici će prije primijetiti, vidjeti, fotografirati i zainteresirati se za radove ulične umjetnosti. Uz radove koje viđaju u svom okruženju, današnjim generacijama je prisutnost interneta omogućila uvid u ostale radove koje ne mogu osobno vidjeti. Važno je da učenici, kao i ostali građani, postanu svjesniji sadržaja kojima su okruženi, da ga nauče gledati i kritički promišljati, a u konačnici i cijeniti. Rezultati istraživanja ukazuju da su učenici upoznati s radovima ulične umjetnosti, odobravaju je, iako se nikada nisu koristili nekom od tehnika ulične umjetnosti. Nije im potpuno jasna razlika između umjetničkog rada i vandalskog čina kao ni između ilegalnog i legalnog. Smatraju da njihova okolina baš i ne odobrava uličnu umjetnost te da je i dalje svojevrsni taboo iako se stvari mijenjaju na bolje. Učenici su odlučni u tome da bi u budućnosti trebali učiti o uličnoj umjetnosti na nastavi likovne kulture.This thesis aims to raise consciousness about street art, as a generally established branch of contemporary art present in the last half-century, which we are surrounded by daily and an attempt to prove that street art deserves its place in Fine Arts classes. Present-day street art is the most accessible art form, one that “doesn't ask” is it noticed but is just present in public spaces and without questioning our personal preferences makes us feel compelled to consume it on a daily and direct basis which consequently makes certain street artworks have a larger audience than some of the most popular masterpieces in galleries and museum spaces. Moreover, street artworks circulate social networks and the Internet faster and more freely, which also expands the consumption of the artform. While learning about the history of street art: its evolution as visual art, the development of various techniques and styles it encompasses as well as its present display, students can become aware of routine encounters with street art in their surroundings and apprehend that it is parallel to other art forms considered to be "fine art". Therefore, it is confirmed that through teaching and producing street art all important terms, themes, artistic problems, styles, etc. can be taught to students. Using various street art techniques (stencils, stickers, graffiti, paste-ups, murals, various interventions in public spaces), the student's reaction to the new content was explored. A qualitative research method was conducted with elementary school students in two seventh grades. In the first double period class, the topic was proportion, it was educated through teaching them techniques to produce stickers and in the second the topic was rhythm which was covered by going outside with students in public spaces and teaching them the technique of drawing graffiti. Students are more likely to notice, observe, photograph, and take an interest in street artworks. Along with noticing street artworks in their surroundings today's generation has an insight into works in distant locations using internet research. It is important that students, as well as other citizens, become more observant of the content they are surrounded with, learn to examine it and think about it critically, and ultimately appreciate it. The result of the research indicates that students are familiar with street artworks and approve of that art form, although they have never used any of the techniques to produce street art. They don't fully understand the difference between a work of art and an act of vandalism, nor between an illegal and legal work. They believe that their environment does not approve of street art and that it's sort of a taboo, although things are changing for the better. Students resolutely believe that in the future they should be taught street art in Fine Arts classes