GRAPHICS IN THE THIRD GRADE OF THE NINE-YEAR ELEMENTARY SCHOOL

Diplomsko delo z naslovom Grafika v tretjem razredu devetletne osnovne šole v teoretičnem delu opisuje vseh pet likovnih področij, ki jih za obravnavo pri pouku predvideva učni načrt za likovno vzgojo v osnovni šoli. Prav tako so pri vsakem likovnem področju naštete tehnike, ki so primerne za obravnavo na razredni stopnji. V empiričnem delu smo raziskovali zastopanost posameznih likovnih področij v praksi. Zastopanost smo ugotavljali z anketnim vprašalnikom. V prvem delu anketnega vprašalnika nas je zanimalo, kje so razlogi, da je določeno likovno področje bolje oz. slabše zastopano. V drugem delu anketnega vprašalnika nas je zanimalo, katere grafične likovne tehnike so učitelji v tem šolskem letu uporabljali in s kakšnimi težavami se srečujejo pri izvajanju grafike. V praktičnem delu diplomske naloge smo raziskovali, kako se učenci izražajo v grafični tehniki monotipije. Zanimalo nas je, koliko različnih črt po obliki in debelini učenci uporabljajo pri svojem izražanju, koliko se tonsko izražajo, kako zapolnijo format in kako pazijo na urejenost končnega izdelka. Ugotovili smo, da v uporabi različnih črt in tonskem izražanju obstajajo razlike med učenci, v čistosti izdelka pa ni razlik, saj so vsi učenci imeli čiste izdelke.The graduation thesis entitled “Graphics in the third grade of nine-year primary school” describes in its theoretic part those five forms of art, which are prescribed in the curriculum for Art education in primary school. For each form appropriate techniques for the first four years of primary school are listed. In the empiric part we researched how well the individual forms of art are represented in practice. We did this by means of a questionnaire: in its first part we were interested in the reasons why a certain form of art is represented more or less in practice and in the second part we wanted to find out which graphic art techniques were used by teachers in that school year and what difficulties they faced during the implementation of graphics. In the practical part of the thesis we investigated how pupils express themselves in the graphic technique monotypehow many different lines (different in shape and in width) the pupils use in expressing themselves, how much they use tone expression, how they fill the format and how much they care about the neatness of the final product. We found differences between students according to use of various stripes and tonal expression, however in the purity of the product there are no differences, because all students have a clean product