CREATIVITY FROM THE PERSPECTIVE OF FINE ARTS EDUCATION AND IN THE LIGHT OF ALTERNATIVE SYSTEMS OF EDUCATION AND TRAINING

Diplomsko delo raziskuje povezovanje umetnosti in pedagoških praks, pri čemer se osredotoča na obravnavo pojma likovne ustvarjalnosti. Poudarek je na sodobni umetnosti, za katero je značilno preseganje omejevanja na en sam medij ter poseganje na neumetniška področja, kakršno je poučevanje. Predstavljenih je nekaj alternativnih sistemov vzgoje in izobraževanja, ki niso omejeni samo na evropski prostor. V osrednjem delu so izpostavljeni primeri poučevanja kot umetniškega medija. Preko njih pokažemo na izzive pri mehčanju in širjenju izobraževalnega sistema v poskusih vpeljave umetniških praks v polje poučevanja. Alternativne šole vpeljujejo likovno ustvarjalnost skladno z omejitvami – nekatere morajo odgovarjati standardom znanja na državnem nivoju (koncept Reggio Emilia in Waldorfska šola). Druge so bolj avtonomne in likovno ustvarjanje dojemajo kot odprto in integrirano dejavnost, ki je otrokom dostopna pogosteje kot likovna vzgoja našega javnega šolstva, kjer se jo ocenjuje in obravnava kot ločen predmet. Nadalje tudi institucije, kot so galerije in muzeji, preobražajo svojo funkcijo in jo odpirajo na pedagoško področje. Njihova vloga postaja vedno bolj izobraževalne narave. V sodobni umetnostni instituciji se manjša prepad med umetniškim delom in gledalcem z aktivno participacijo zadnjega v poskusu lastne interpretacije umetniških del. Na koncu ne obstaja enoznačna definicija umetnosti in ustvarjalnosti, tako kot ne obstaja ena pot oziroma smer spajanja umetnosti in izobraževanja. Obstajajo zgolj različni prijemi estetske oz. likovnoumetnostne vzgoje, ki bolj ali manj učinkovito vplivajo na vseživljenjsko ustvarjalnost posameznika.This diploma deals with connecting art with fine art pedagogy and practice and its main focus is fine art creativity. It emphasizes contemporary art, which surpasses the single medium and expands to non-art areas like pedagogy. Alternative systems of education and training that are outside the European educational space have been presented. The middle part of the thesis deals with examples of education as an art medium. In this example we can see the struggle to soften and widen the system of education, while trying to lead art practises towards education. Alternative schools are incorporating art creativity within the scopes of restrictions – some have to achieve national level standards (Reggio Emilia concept and Waldorf schools), and others are more autonomous. Within those schools, art creativity is supported as an open and integrated activity that children can apply more often than in public schools, where art education is treated separately. On the other hand, institutions like galleries and art museums are turning their function towards the pedagogical field. Their tasks are getting more and more educational. In contemporary art institutions, clear lines between art work and viewer have ceased to exist via an active participation in the self-interpretation of art work. There is no one definition of art and creativity, as there is no one way of connecting art and pedagogy. There are only different ways of aesthetic – art education which more or less powerfully influences the lifelong creativity of an individual