PROBLEMATICS OF DEVELOPING ART APRECIATION ON AN ELEMENTARY LEVEL

V diplomskem delu obravnavamo problematiko razvijanja likovne apreciacije na razredni stopnji osnovnošolskega izobraževanja. V prvem delu, ki predstavlja teoretično izhodišče smo opredelili likovno apreciacijo in zapisali njene značilnosti. Izpostavili smo pomembnost uporabe umetniških del pri pouku likovne vzgoje, kriterije za izbiro le-teh in pomembnost obiskovanja galerij in muzejev. Predstavili smo vlogo učitelja, medije in metode pri pouku likovne vzgoje. Ker je likovna apreciacija močno povezana z ustvarjalnostjo in vrednotenjem, smo oboje tudi opredelili. Pri vrednotenju smo govorili o vrstah vrednotenja in plasteh likovnega dela. Pri ustvarjalnosti smo poleg opredelitve predstavili še ustvarjalni proces in razložili likovno ustvarjalnost, dejavnike le-te ter zapisali načine spodbujanja in zaviranja ustvarjalnosti. V empiričnem delu smo predstavili analizo rezultatov pridobljenih z anketnim vprašalnikom. Zanimala so nas stališča učiteljev osnovnih šol do uporabe likovnih umetniških del in uporaba le-teh pri pouku likovne vzgoje. Raziskava je pokazala, da se učitelji zavedajo nujnosti srečevanja otrok z umetniškimi deli in pomembnosti vključevanja le-teh v pouk likovne vzgoje, manj pozornosti pa posvečajo razvoju apreciativnih zmožnosti z originalnimi likovnimi deli (galerije, muzeji). Ugotovili smo, da učitelji v povprečju pri uri likovne vzgoje s kombinacijo verbalnih in vizualnih metod (metoda razlage, metoda prikazovanja) prikažejo od ene do treh reprodukcij, le-te večinoma posredujejo v tiskani obliki ali pa s pomočjo spleta in največkrat v uvodnem delu ure. Analiza je še pokazala, da učitelji dajejo prednost prikazovanju umetniških del s klasičnimi motivi kot pa z abstraktnimi motivi.This diploma work deals with issues concerning art appreciation on an elementary school level of education. The first part represents the theoretical output where we have defined art appreciation and desribed its features. We have highlighted the importance of using artwork at art classes, criteria for the use of artwork, and the importance of visiting galleries and museums. We have also presented the role of the teacher, the media, and the methods at art classes. Since art appreciation is strongly linked to creativity and evaluation, we have defined them both. In the evaluation part of the diploma work, we discussed the types of evalution and the layers of artwork. In addition to the definition of creativity, we have also presented the creative process and explained artistic creativity, including its factors and the ways of encouraging and discouraging creativity. The second part, which represents the empirical part, contains an analysis of the results obtained by a questionnaire. We were interested in the views of teachers in elementary schools regarding the use of artwork in art classes. Our research has shown that teachers are aware of the importance of familiarizing children with artwork and the importance of including artwork in art clasess. Less attention is devoted to the development of art appreciation abilities with original works of art (galleries, museums). We found out that teachers within an average hour in art classes, with a combination of verbal and visual methods (method of explanation, method of demonstrating), show from one to three reproductions, which are transmitted in printed form or via the internet and mostly in the introductory part of the school hour. The analysis has also shown that teachers prefer to display art works with classical motives instead of abstract motives