How Successful are Specific Didactic Methods at Planning and Realising Art Tasks in Elementary School

Likovna umetnost je specifičen predmet, ki temelji na odkrivanju in spodbujanju učenčeve likovne občutljivosti in ustvarjalnosti, na sposobnosti opazovanja in presojanja in stremi k spontanemu likovnemu raziskovanju sveta ter k odkrivanju posebnosti likovnega izražanja in poglabljanja posluha za likovna dela umetnikov in uporabnih predmetov. Učitelj, nosilec pouka, mora biti motiviran, fleksibilen in ustvarjalen ter mora premišljeno izbirati cilje, učne metode, vsebine in načine predstavitve snovi, ob tem pa upoštevati značilnosti ustvarjalnega procesa, načela likovne didaktike ter individualnost učenca, ki mu prilagaja pouk. Pomembno mesto zavzemajo specifične učne metode. Specifična učna metoda, ki poudarja pomen estetske izkušnje, je metoda estetskega transfera. Pogoj za uspešno uporabo le-te je kakovostna izvedba likovne apreciacije. Nanjo vplivajo tudi starši in okolje. Ob stiku s kvalitetnimi likovnimi deli, primerno komunikacijo med otrokom in likovnim delom ter med otrokom in odraslim bo otrok razvijal veselje do umetnosti in krepil svojo ustvarjalnost. Namen naše raziskave je bil preveriti uspešnost specifičnih didaktičnih metod pri načrtovanju in izvedbi likovnih nalog v 5. razredu OŠ. Analiza rezultatov finalnega merjenja s testoma LV 1 in LV 2 je pokazala statistično pomembno boljše rezultate učencev eksperimentalne skupine pri finalni generalni likovni ustvarjalnosti, finalnem nivoju: likovno-apreciativnih zmožnosti, likovno-ustvarjalnega razvoja, likovno-oblikovnega razvoja ter skupnega likovnega ustvarjalno-oblikovnega razvoja. Ugotavljamo, da je eksperimentalni model pokazal pozitivne učinke in ga je smiselno vpeljati v stalno šolsko prakso.Art Education is a specific subject based on discovering and encouragement of pupil’s art sensitivity and creativity, on capability of observation and estimation that strives toward spontaneous artistic exploration of our world, and discovering individuality of artistic expression and deepening the understanding for works of fine art and useful objects. The teacher, who is a lesson operator, must be motivated, flexible, and creative and has to choose lesson goals, methods, contents, and manners of topic presentation with great care and also has to comply with characteristics of the creative process, principles of art didactics and pupil’s individualism. Specific didactic methods take very important place. Specific didactic method, which emphasises the meaning of aesthetic experience, is method of aesthetic transfer. To use this one successfully, the art appreciation has to be executed qualitatively. It is affected by parents and environment. When child is exposed to quality work of fine art and there is appropriate communication between a child and work of fine art and between a child and an adult, the child will develop pleasure toward fine art and will build up his creativity. The purpose of our research is to test how successful the specific didactic methods at planning and realising Art tasks in 5th grade of Elementary School are. The analysis of results in final surveys by tests LV 1 and LV 2 shows statistically important better results with students in experimental group at final general art creativity, final level: artistic-appreciative capabilities, artistic-creative development, artistic-formation development and common artistic creative-formation development. We have established that the experimental model shows positive effects and it is reasonable to introduce it into permanent school practice