KOROSKA ART COLONY IN VUZENICA - THE PEDAGOGICAL ASPECT

Namen diplomskega dela je ugotoviti, kakšen je doprinos Koroške likovne kolonije mladih Vuzenica in predstaviti njene pozitivne učinke na udeležence ter opažanja staršev udeležencev. Koroška likovna kolonija mladih Vuzenica deluje nepretrgano že 45 let od ustanovitve leta 1970 pa vse do danes. Nekaj časa je delovala samo na območju Slovenije, kasneje pa je prešla nacionalni nivo in razširila svoje delovanje še na ozemlje Avstrije, Italije in Madžarske. V koloniji sodelujejo otroci mladostniki do 15. leta starosti, zato nas je posebej zanimal vpliv likovne kolonije na osebnostni razvoj otroka. V poglavjih diplomskega dela bomo spoznali pojem kolonija, likovna kolonija in Koroško likovno kolonijo mladih Vuzenica. Zanimala sta nas organizacijski potek ter strokovno vodstvo v koloniji. V diplomskem delu so predstavljeni rezultati ankete s starši udeleženih otrok o njihovih opažanjih glede vpliva kolonije na njihove otroke. Vključili smo tudi polstrukturirane intervjuje s sodelujočim strokovnim vodstvom kolonije, kjer so prikazana mnenja ustanovitelja, mentorja in vzgojitelja/spremljevalca v koloniji.The aim of the diploma paper is to determine the contribution of the Koroška Art Colony in Vuzenica and to present its positive influence on the participants and the opinions of the participants’ parents. The Koroška Art Colony has been continuously organised for the past 45 years, ever since it started in 1970. At first it was only organised in Slovenia, but it later crossed over the national border and expanded its activity to Austria, Italy and Hungary. The colony mainly includes children up to the age of 15 and that was the main reason why we concentrated on the influence of the art colony on the personal development of children. The paper presents the concepts of a colony, an art colony and the Koroška Art Colony in Vuzenica. Our main interests were the organisation and expert management of the colony. The paper presents the results of the survey done by the participants’ parents and their opinions regarding the influence of the colony on their children. We also included semi-structured interviews with participating expert colony mentors that show the opinions of the founder, a mentor and a teacher/supervisor in the colony