Play as a stimulus for children's creativity in the context of teaching Art Culture

U ovom diplomskom radu prikazana je teorijska podloga u kojoj su obrađene igra i kreativnost te njihove karakteristike. Igra je aktivnost koja djecu pokreće i zabavlja, dok je kreativnost mogućnost stvaranja i doživljavanja stvari na novi način. Poseban naglasak stavljen je na poticaj razvoja kreativnosti uz pomoć igre na satu Likovne kulture. Provedeno je istraživanje nad učenicima prvog, drugog, trećeg te četvrtog razreda Osnovne škole Petar Lorini u Salima na Dugom otoku. Na satovima Likovne kulture učenici su u sklopu rješavanja likovnog problema, a ujedno razvijajući svoju kreativnost, izrađivali igre koje su kasnije mogli igrati. Istražene su nove moguće nastavne metode kojima se učitelji mogu koristiti kako bi djeci približili znanje, a da oni toga nisu ni svjesni. Različitim motivima, likovnim tehnikama, kreativnim izvedbama te igrama učenici su usvojili nastavni sadržaj koji im je bio namijenjen. Na temelju analize dječjih radova izrađeno je vrednovanje po uspješnosti izvršenih zadataka.In this thesis, the theoretical background is presented, which deals with play and creativity and their characteristics. Play is an activity that is stimulating and entertaining to children, while creativity is an opportunity to create and experience things in a new way. Special emphasis was placed on stimulating the development of creativity with the help of a game in the Art class. Research was conducted on the first, second, third and fourth grade students of the Petar Lorini Elementary School in Sali on Dugi otok. In the Art classes, the students, as part of solving the art problem, and at the same time developing their creativity, made games that they could later play. New possible teaching methods have been explored that teachers can use to bring knowledge closer to children without them even being aware of it. With various motives, art techniques, creative performances and games, the students adopted the teaching content that was intended for them. Based on the analysis of children's works, an evaluation of the success of completed tasks was made