Monitoring Artistic and Intellectual Development during Early Primary School Period

Magistrsko delo z naslovom Spremljanje likovno-intelektualnega razvoja v zgodnjem osnovnošolskem obdobju je sestavljeno iz dveh sklopov – teoretične vsebine in empiričnega dela. V teoretičnem delu so predstavljene znanstvene teorije, ki zajemajo intelektualnost in njen razvoj, vezan na otroško obdobje, na podlagi katerega opisujemo tudi likovni razvoj. Za lažjo predstavo in razumevanje zunanje plasti likovnega dela oziroma predvsem področja risbe smo nekatere izmed njih predstavili in podkrepili z likovno-teoretskimi zakonitostmi. Teoretično izhodišče smo zaključili s predstavitvijo vzgojno-izobraževalnega procesa likovne umetnosti v zgodnjem osnovnošolskem obdobju, katerega del so tudi otroci, ki so vključeni v naš raziskovalni vzorec. V drugem delu magistrskega dela smo predstavili rezultate raziskave, s katero smo spremljali likovno-intelektualni razvoj učencev, starih 7 in 8 let. S pomočjo posameznih kriterijev optično-tematskega testa smo preverili začetno in končno raven likovno-intelektualnega razvoja. Rezultate smo primerjali tudi glede na spol. Z izvedbo inicialnega in finalnega testa smo ugotovili napredek v otrokovem razvoju, ki se pojavi v časovnem okviru 8 mesecev in se glede na spol ne razlikuje.The master\u27s degree paper entitled Monitoring Artistic and Intellectual Development during Early Primary School Period comprises two parts, a theoretical and an empiric part. The theoretical part includes scientific theories concerning intellect and its development during childhoodthis is also the basis for analysing the artistic development. To facilitate visualisation and understanding of the external side of a piece of fine art, in particular a drawing, some drawings are presented and clarified with rules and norms of the theory of fine arts. The theoretical basis is concluded with a presentation of the educational process of fine arts in the early primary school period whose part is represented also by a group of pupils in our experimental sample. The second part of this paper includes results of the research employed to monitor artistic-intellectual development of pupils of the age from 7 to 8. Individual criteria of optical thematic tests were used to validate the initial and final level of the artistic-intellectual development. The results were also compared as to the gender of pupils. By conducting initial and final tests, the advancement in the child’s development was assessed as achieved within a period of 8 months which does not differ concerning the sex