ART ASSINGMENTS IN THE FIELD OF GRAPHICS IN THE THIRD GRADE OF A PRIMARY SCHOOL

Učni predmet Likovna umetnost zajema pet področij in sicer: risanje, slikanje, oblikovanje prostora, kiparstvo in grafiko. Grafika je eno izmed področij, ki je zapostavljeno, saj zahteva drugačen način ustvarjanja, posledično pa ji učitelji posvečajo premalo pozornosti (Duh in Dominko, 2013). Načrtovanje in izvedba grafičnih vsebin pri pouku likovne umetnosti zahtevata namreč dobro pripravljenost s strani učitelja, to pa je razlog, da se učitelji rajši poslužujejo risanja in slikanja, saj sta ti dve področji tudi največkrat zastopani pri urah likovne umetnosti (Duh in Batič, 2004). Prav zaradi manjše zastopanosti grafičnih vsebin je tema zelo aktualna, saj nam ponudi vpogled v izvedbo pouka likovne umetnosti in raziskuje njene možnosti izboljšanja. V teoretičnem delu magistrske naloge smo predstavili značilnosti grafike, in sicer njene bistvene lastnosti, opredelitev grafike v učnem načrtu, grafične materiale in pripomočke, ki so potrebni za tiskanje. Prav tako pa smo opisali vrste tiska, opredelili oba načina odtiskovanja matrice ter na kratko predstavili primere grafičnih tehnik, ki so značilni za poučevanje grafike na razredni stopnji. V empiričnem delu predstavljamo rezultate raziskave s katero smo želeli spremljati pouk likovne umetnosti pri urah grafike, natančneje pečatnega tiska. Zanimalo nas je, kako uspešni so bili učitelji pri izvedbi učnih ur in učenci pri praktičnem delu, ter s kakšnimi težavami so se soočali. Opazovalne ure smo izvedli v petih oddelkih mariborskih osnovnih šol. V raziskavo smo vključili 103 učencev tretjega razreda devetletke. V ta namen smo pripravili tudi učno pripravo in jo posredovali vsem učiteljicam razrednega pouka, ki poučujejo v tretjih razredih. Tako so bili vsi učenci deležni enake motivacije in enake likovne naloge. V vseh oddelkih so se torej učenci ukvarjali z enako grafično tehniko, pečatnim tiskom. Ker smo vseskozi spremljali način izražanja učencev pri dani grafični tehniki in doslednost upoštevanja kriterijev, smo nastala likovna dela razdelili v štiri kategorije (likovno kvalitetni izdelki, pričakovani likovni izdelki, izdelki, ki niso v skladu z merili ter neuspešni likovni izdelki). Z analizo rezultatov smo ugotovili, da je kar polovica likovnih del učencev bila uvrščena v skupino pričakovanih likovnih del. Dela so bila povprečna, skladna z merili. Sledijo likovna dela, ki niso bila skladna z merili, teh je 29 in neuspešna likovna dela. Ti učenci niso usvojili ritma in niso sledili danim kriterijem. V to skupino smo uvrstili 22 likovnih del. V najmanjšem deležu pa so zastopana kvalitetna likovna dela, takšni sta le dve likovni deli. Analiza učnih ur likovne umetnosti, katerim smo prisostvovali je pokazala na pomanjkljivosti izpeljanega uvodnega dela. Posledice le-tega so se odražale v fazi ustvarjanja ter na nastalih likovnih izdelkih učencev. Sklepamo lahko, da je pomanjkljiva izvedba uvodnega dela povezana ravno z manjšim deležem likovno kvalitetnih del. Kljub sodelovanju z učiteljicami, posredovano učno pripravo, potrebnimi učnimi sredstvi in neposredno hospitacijo pri učni uri likovne umetnosti, so bile učne ure v večini pomanjkljivo izpeljane.The subject of art education covers five different fields, namely drawing, painting, interior design, sculpture, and graphics. Graphics is the field that is overlooked because it requires a different way of creation. Consequently, not enough attention is devoted to this field by teachers (Duh and Dominko, 2013). A well-prepared teacher is required for the preparation and performance of graphic themes within the subject of art education and this is the reason, teachers rather pay attention to drawing and painting. As a consequence, these two fields have become the most popular tasks to be fulfilled (Duh and Batič, 2014). Lack of interest in graphic themes has made the topic very popular because it offers the insight in the performance of art education and it explores its possibilities of improvement. The theoretical part of the thesis presents graphic features, specifically: its basic features, the definition of graphics in a curriculum, and graphic materials and instruments that are necessary for printing. There are also different kinds of printing described, both methods of matrix off-printing defined, and graphic techniques that are appropriate for the work with students in lower primary schools shortly presented. The empirical part discusses the results of the research, where the focus was to observe the lessons of art education, specifically seal printing. The main interest laid on the teachers\u27 success of the class performance and on the students\u27 practical part. Issues, students met, were also interesting for the research. Observation hours were being performed in five departments of primary schools in the city of Maribor. A hundred and three third-grade students were included in the research. For this purpose, there was also a lesson preparation done that was submitted to all teachers of third-grade students in lower primary schools. This is how all the students got the same part of motivation and the same art assignments. Each department was busy with the same graphic technique – seal printing. The way of expressing at the given graphic technique and the consistency of criteria pursuance were being observed all the time. For this reason, all the artworks were divided into four groups (artworks of good qualityexpected artworksartworks not in accordance with the standardsunsuccessful artworks). With the result analysis, it was established that the half of works were classified into the group of expected artworks. These works were of only ordinary quality - in accordance with the standards. On the other hand, there were 29 works that were not in accordance with the standards. And there were also unsuccessful works made by students who did not follow the activities and given criteria. 22 artworks were classified into this group. Unfortunately, there were only two artworks of good quality. The analysis of art lessons showed that there is the lack in the performance of the introductory part. Consequences reflected in the phase of creation and in the works itself. It could be concluded that the insufficient performance of the introductory part is connected with the poor share of good artworks. Lessons were mostly insufficiently performed despite the cooperation with teachers, despite the known lesson preparation, the necessary didactic aid and direct teaching observation