The influence of the organization of the fine arts educational process on pupils´ achievements

Pri pouku likovne umetnosti ugotavljamo, da so šole premalo fleksibilne pri oblikovanju urnika. Pouk likovne umetnosti lahko poteka v različnih oblikah, na primer posamezno po eno uro na teden ali strnjeno po dve šolski uri, torej v blok uri na štirinajst dni. V praksi ugotavljamo, da so zaradi organizacije učnega procesa razlike v likovnem spominu, saj je začetek reševanja likovne naloge časovno omejen, snovanje idej učencev pa je prekinjeno, zato pri nadaljevanju likovne naloge učitelj potrebuje dodaten čas za ugotavljanje, katere likovne vsebine so ohranjene v učenčevem spominu in katere je treba obnoviti. Učitelj potrebuje več časa od predvidenega, zato ima učenec posledično manj časa za ustvarjanje in izdelavo likovnega izdelka, za likovno vživljanje ter celostno doživljanje ustvarjalnega procesa. V blok uri bi bili učenci dovolj motivirani za snovanje idej in likovno dejavnost. Preverili smo razlike v uspešnosti učencev pri reševanju likovnih nalog v blok uri in v dveh posamičnih urah. Rezultati raziskave so pokazali, da sta poučevanje in učenje likovne umetnosti v blok uri kakovostnejša kot v eni šolski uri na teden. Ciljna populacija so bili učenci sedmega in devetega razreda osnovne šole.In teaching Fine Arts there is a lack of flexibility in designing the teaching schedule. Fine art instruction can take place in different forms, one hour per week or block lessons every fortnight. Due to the organization of the learning process, there are differences in students\u27 artistic visual memory. Since the art tasks are of limited duration the design ideas of pupils are interrupted. With the following art tasks teachers need additional time to determine which visual content is preserved in the pupils\u27 memory and which needs to be restored. Teacher needs more time than expected, consequently the student has less time to create and manufacture the art product, less time for artistic immersion and complete experience of the creative process. In block lessons pupils\u27 would be more motivated to design ideas and immerse themselves in art activities. Differences in students\u27 performance in resolving art tasks in block lessons as well as in two separate art lessons were verified. Research results showed that teaching and learning of Fine Arts in block lessons were of better quality than an individual lesson per week. The target population of students were the seventh and the ninth grade of primary school