COMPARISON OF FINE ARTS TERMS FOR CHILDREN INCLUDED INTO DIFFERENT PRIMARY SCHOOL EDUCATION PROGRAMMES

Diplomsko delo z naslovom Komparacija likovnih izrazov otrok vključenih v različne programe osnovnošolskega izobraževanje je sestavljeno iz teoretičnega in empiričnega dela. V prvem delu, ki predstavlja teoretično izhodišče, smo predstavili dejavnike likovne ustvarjalnosti in načelo ustvarjalnosti, likovno umetnost, njena področja, likovne tehnike in motive v likovnem delu otroka. Dotaknili smo se načrtovanja ure pouka likovne umetnosti, otrok s posebnimi potrebami, primerjali likovno umetnost v običajni osnovni šoli in v osnovni šoli s prilagojenim programom in nižjim izobrazbenim standardom ter pregledali razvoj otrokovega likovnega izražanja glede na otrokovo dojemanje človeške figure in prostora pri likovnem izražanju. V empiričnem delu smo predstavili rezultate raziskave, ki smo jo izvedli z 72 učencih 6. razreda treh običajnih osnovnih šol in treh osnovnih šol s prilagojenim programom in nižjim izobrazbenim standardom v štajerski in pomurski regiji. V raziskavi smo spremljali likovno-intelektualni razvoj, nivo likovno-ustvarjalnega razvoja in likovno-oblikovni razvoj. Rezultati raziskave kažejo na obstoj razlik pri nivoju likovno-ustvarjalnega razvoja, nivoju oblikovnega razvoja in pri nivoju likovno-intelektualnega razvoja z vidika ugotavljanja razlik med skupino otrok z običajnim razvojem in skupino otrok s posebnimi potrebami. Z vidika spola omenjenih skupin nismo zaznali razlik pri nivoju likovno-intelektualnega razvoja in nivoju ustvarjalnega razvoja. Se pa razlike kažejo pri nivoju oblikovnega razvoja in sicer v prid deklicam.The undergraduate thesis with the title Comparison of fine arts terms of children included into different primary school education programmes consists of theoretical and empirical part. In the first part, representing a theoretical basis, we have introduced factors of fine arts’ creativity and the principle of creativity, fine arts, its areas, techniques and motifs in child’s work of fine arts. We have also briefly mentioned the planning of fine arts class and the children with special needs. We have compared the fine arts in a regular primary school to fine arts in a primary school with adapted programme and a lower educational standard as well as reviewed the development of child’s expression of fine arts compared to child’s comprehension of human figure and space while expressing him artistically. In the empirical part the results of a research, which was carried out on 72 pupils of 6th grade of three regular primary schools and three primary schools with adapted programme and lower educational standard in the Štajerska and Pomurje Region, have been introduced. The development of the fine arts and intellect has been monitored as well as the level of fine arts and creativity. In addition also the development of fine arts and design has been monitored. The results of the research point to the existence of differences in the level of development of the fine arts and intellect from the view of seeking the differences between the group of children with normal development and the group of children with special needs. No differences in the level of the development of fine arts and intellect have been detected from the view of gender in the groups mentioned. Nevertheless, the differences can be seen in the level of development of the design in favour of girls