Metodika nastave likovne kulture: Emocionalna pedagogija u nastavi likovne kulture

Pritiskom okoline i obrazovnog sustava na učenike te činjenicom kako je fokus vrednovanja učenikova uspjeha usmjeren na kvantitetu, a ne kvalitetu učenja gotovo pa nemamo uvid u odgojni aspekt obrazovanja u kojemu se naglasak stavlja na emocionalna stanja učenika. Stoga je svrha ovoga istraživanja bila potaknuti učenike na otvoreno izražavanje emocija. Današnji tempo života iziskuje brze reakcije te brzo usvajanje nastavnog sadržaja. Samim time dovodimo u pitanje emocije i emocionalno stanje učenika u obrazovnom procesu. Upotreba tehnologije, osim što je unaprijedila obrazovanje, umanjila je sposobnost usmenog i pisanog izražavanja. Djeca se danas nedvojbeno teže izražavaju, a poglavito teško iznose svoje emocije i stavove. Poticanjem vizualnog izražavanja unutar predmeta Likovna kultura, možemo potaknuti učenike na izražavanje emocija s ciljem odgajanja emocionalno zdravih osoba. Stoga je cilj ovoga istraživanja bio odgovoriti na pitanje kako učenike potaknuti na izražavanje emocija u likovnom i vizualnom izražavanju u nastavi likovne kulture. Ovaj način izražavanja nudi učenicima mogućnost stvaranja vlastitih prikaza emocija, stavova i doživljaja kada za to osjete potrebu ili kada učitelj osjeća da će učeniku biti lakše izraziti se tako. Istraživanje je bilo provedeno na uzorku učenika osmog razreda osnovne škole kroz tri koraka akcijskog istraživanja. U prvom akcijskom koraku propitivana je sposobnost i spremnost interpretacije emocija. U drugom akcijskom koraku učenici su vizualizirali ravnotežu između pozitivnih i negativnih emocija. U trećem akcijskom koraku u fokusu su bile pozitivne emocije odnosno pretvaranje negativnih emocija u pozitivne, slaganje zajedničke kompozicije odnosno instalacije te ispunjavanje anketnog upitnika kojim se saznaje koliko je učenicima bilo ugodno dijeliti svoje iskustvo te koliko su bili u mogućnosti podijeliti svoje emocije na neverbalni način tijekom nastave. Rezultatima istraživanja dobiveni su odgovori na sljedeća istraživačka pitanja: 1) Izražavaju li učenici otvoreno svoje emocije i koliko im je to zanimljivo? 2) Na koji način učenici izražavaju pozitivne i negativne emocije u svom likovnom ili vizualnom radu? 3) Osjećaju li se učenici sigurnije kada izražavaju svoje emocije vizualnim ili verbalnim/pisanim putem? Učenici su prilikom istraživanja aktivno sudjelovali u nastavi, a likovni radovi izravno su se referirali na temu istraživanja. Istraživanjem je potvrđeno da učenici žele više govoriti o svojim emocijama, da lakše dijele emocije sa svojim najbližim osobama te da manje dijele emocije s kolegama iz razreda. Također, istraživanje je pokazalo kako bi se tema emocija i emocionalnog stanja učenika trebala više i češće koristiti na nastavi odnosno u odgojno-obrazovnom procesu.With the pressure of the environment and the education system on students and the fact that the focus of evaluating student success is focused on quantity rather than quality of learning, we have no insight into the educational aspect of education in which the emphasis is on students emotional states. Therefore, the purpose of this research was to encourage students to openly express their emotions. Today's pace of life requires quick reactions and quick adoption of educational content. Thus, we question the emotions and emotional state of students in the educational process. The use of technology, in addition to improving education, has diminished the ability to express oneself orally and in writing. Children today have difficulty to express them selves, and especially difficult to expresstheir emotions and attitudes. By encouraging visual expression within the subject Art Culture, we can encourage students to express emotions with the aim of educating emotionally healthy people. Therefore, the aim of this research was to answer the question of how to encourage students to express emotionsin art and visual expression within educational process of art culture. This way of expressing offers students the opportunity to create their own depictions of emotions, attitudes and experiences when they feel the need to do so or when the teacher feels that it will be easier for the student to express themselves that way. The research aimed to answer the following questions: Do students openly express their emotions and how appealing is it to them? How do students express positive and negative emotions in their art or visual work? Do students feelsafer when expressing their emotions visually or verbally /in writing? The research was conducted on a sample of eighth grade elementary school students through three steps of action research. In the first action step, the ability and readiness to interpret emotions was questioned. In the second action step, students visualized a balance between positive and negative emotions. In the third action step, the focus was on positive emotions, ie turning negative emotions into positive ones, putting together a common composition or installation and filling out a questionnaire to find out how pleasant it was for students to share their experience and how much they were able to share their emotions in a nonverbal way. The results of the research provided answers to the following questions: 1) Do students openly express their emotions and how appealing is it to them? 2 2) How do students express positive and negative emotions in their art or visual work? 3) Do students feel safer when expressing their emotions visually or verbally / in writing? During the research, the students actively participated in the reducational process, and the art works directly referred to the research topic. Research has confirmed that students want to talk more about their emotions and that it is easier to share emotions with their loved ones and to share emotions less with classmates. Also, research has shown that the topic of emotions and emotional state of students should be used more and more often in teaching and in the educational process