The practical aspect of developing artistic appreciation in the second three years of primary school

Magistrsko delo Praktični vidik razvijanja likovne apreciacije v drugem triletju osnovne šole je sestavljeno iz teoretičnega in empiričnega dela. Dotaknili smo se problema razvijanja likovne apreciacije pri učencih drugega vzgojno-izobraževalnega obdobja osnovne šole – v četrtem in petem razredu. Pri tem smo uporabili pet različnih reprodukcij umetniških del slovenskih avtorjev. V teoretičnem delu smo na kratko predstavili likovno umetnost v drugem vzgojno-izobraževalnem obdobju, osnovne oblike zaznave, ustvarjalnost, vrednotenje, likovno apreciacijo, percepcijo in recepcijo. Predstavili smo vlogo likovne apreciacije v komunikaciji med učencem in umetniškim delom, značilnosti apreciacije in kako razvijati likovno apreciacijo. V empiričnem delu smo predstavili učenčeve odgovore, ki smo jih z izvajanjem učne ure likovne vzgoje pridobili v četrtem in petem razredu osnovne šole. Za samostojno tehniko zbiranja podatkov smo izbrali skupinski intervju in metodo zvočnih posnetkov, ki smo jih posneli med raziskavo. Uporabili smo pet reprodukcij slovenskih umetnikov in naredili primerjavo med razredoma. Učno uro smo obogatili z medpredmetnimi povezavami. Ob stiku reprodukcij smo apreciacijo primerjali glede na razred ter na ta način podajali vertikalen pregled kvantitete in kvalitete likovnih pojmov. V raziskavi je vse skupaj sodelovalo 34 učencev od tega 20 fantov in 14 deklic. Raziskavo smo izvedli na podružnici osnovne šole Pohorskega odreda Slovenska Bistrica - Ložnica. Rezultati so nam pokazali, da vsi učenci dobro sprejmejo in ponotranjijo reprodukcije umetniških del. Odzivi so bili domišljijski, spontani in igrivi. Pojavile so se razlike v poznavanju likovnih pojmov glede na razred, vendar so neznane pojme hitro osvojili. Izbrana metoda glede na posamezno umetniško delo se je tako pokazala kot učinkovita in primerna za poučevanje likovne umetnosti v drugem vzgojno-izobraževalnem obdobju. Učenci so se tako med sproščenim pogovorom nezavedno učili, s tem pa smo dosegli, da so umetniška dela dobro opazovali in tako vzpostavili pozitiven odnos do reprodukcij.The master\u27s thesis The practical aspect of developing artistic appreciation in the second three years of primary school consists of theoretical and empirical work. We will touch on the problem of developing artistic appreciation in students of the second educational period of primary schoolin the fourth and fifth grade. We will use five different reproductions of works of art. In the theoretical part, we briefly presented the fine arts, in the second part the educational period, the basic forms of perception, creativity, evaluation, artistic appreciation, perception and reception. We presented the role of artistic appreciation in communication between the student and the work of art, the characteristics of appreciation and how to develop artistic appreciation. In the empirical part, we presented the student\u27s answers, which we obtained by conducting a fine arts lesson in the fourth and fifth grade of primary school. For the independent data collection technique, we chose a group interview and a method of sound recordings that we recorded during the research. We used five reproductions of Slovenian artists and made a comparison between the two classes. We enriched the lesson with interdisciplinary collaborations. At the contact of the reproductions, we compared the appreciation according to the class, and in this way gave a vertical overview of the quantity and quality of artistic concepts. A total of 34 students participated in the study, of which 20 were boys and 14 were girls. The research was carried out at the branch of the primary school of the Pohorje detachment Slovenska Bistrica - Ložnica. The results showed us that all students accept and internalize reproductions of works of art well. The responses were imaginative, spontaneous and playful. There were differences in the knowledge of artistic concepts according to the class, but unknown concepts were quickly conquered. The chosen method according to the individual work of art thus proved to be effective and suitable for teaching fine arts in the second educational period. The students thus unconsciously learned during the relaxed conversation, and thus we achieved that they observed the works of art well and thus established a positive attitude towards reproductions