Sensibilisation of primary school pupils with the purpose of general skills development and aspiration for arts

Rad „Senzibiliziranje učenika osnovne škole za razvoj općih sposobnosti i nagnuća u likovnoj kulturi“ na autentičan način ukazuje na važnost umjetničkih sadržaja u odgojno-obrazovnom sustavu, isto tako, posebno naglašava važnost cjelovitog odgoja, osobito odgoja koji promiče duhovni i moralni razvoj. Estetski odgoj ne znači samo odgoj za lijepo u umjetnosti, nego ga treba shvaćati šire: kao odgoj za lijepo u umjetnosti, ali i izvan nje: u prirodi, radu, u životu uopće. Likovno stvaralaštvo može se interpretirati kao sredstvo kojim se utječe na estetski senzibilitet. Uz opće i likovne sposobnosti, motivi su najznačajniji subjektivni čimbenici uspješnog učenja i izražavanja u likovnom odgoju. Interesi i igra čine važan kontekst za učenje jer omogućuju uvježbavanje socijalnih i kognitivnih vještina, povećanje trajanja djetetove pažnje i motivacije. Motivacija za svakog pojedinca može predstavljati nešto drugo, jer svaka osoba različito reagira na iste stimulanse. Kako bi učenika dobro motivirao, učitelj mora biti kreativan, dosjetljiv i dobar poznavatelj likovnog jezika te mentalnog i fizičkog razvoja djeteta. Emocionalni razvoj moguće je poticati samo ako razumijemo djetetove razvojne potrebe i međuovisnost svih razvojnih domena. Na emocionalni razvoj učenika utječe nevizualno poticanje kojim otvaraju duh, razvijaju maštu i dugoročno stvaraju usmjerenost prema prepoznavanju osobnih emocija. Također, rad razmatra mogućnosti stvaranja likovnih radova različitih likovnih tipova djece prema zadanim motivima. Poštivanje individualnih karakteristika nužno je za objektivno vrednovanje u likovnom radu u školi već od prvog razreda.This academic paper titled „The sensitization of primary school students for the development of general abilities and inclinations in regard to fine arts” aims to point out the importance of teaching artistic content during the entirety of a child`s education, alongside the need for a wholly encompassing education that promotes the development of moral and spiritual values. Therefore, aesthetic education should not be understood just as a means of teaching what is beautiful in art alone, but also as a means of recognizing what is beautiful in our surroundings, be it in work, nature, or life in general. The creative process in art can be interpreted as a way of condoning aesthetic sensibility. The most important subjective factors of successful learning and expressing art are motives and motivations. This is corroborated by the fact that in order to enhance a child`s attentive span and motivation, playtime and interest-building have proven to be vital in learning how to express art due to being among the main ways of practicing social and cognitive skills. Motivation differs from individual to individual, since the reaction to a stimulant will not be the same for everyone. In order to be a great motivator, the art teacher needs to be creative, resourceful, excel at his knowledge of the fine arts, and also be good at recognizing both mental and physical aspects and stages of a child`s development. When it comes to emotional development, it can only be furthered if the teacher understands the child`s emotional needs and how they respond to the entirety of a child`s development. One of the things that affect the emotional development is non-visual encouragement, which is responsible for the intensity of a child`s imagination and, more importantly, a building block by which emotional intelligence is built. Furthermore, this paper discusses the possibilities of creating works of art on a given motive, the variable being children with differing artistic inclinations. The paper states that respecting individuality is one of the key factors in objective evaluation of artistic creation in schools beginning with the first grade