Media at art lessons in the first educational period of primary school

Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo opredelili medije v izobraževanju, medijsko vzgojo in vlogo ter namen medijev. Predstavili smo različne vrste medijev in se dotaknili tudi medijev pri likovni umetnosti. Opisali smo kako, poteka načrtovanje likovne umetnosti in podrobneje predstavili faze učne ure likovne umetnosti. Dotaknili smo se še vloge učitelja in uporabe medijev. V empiričnem delu magistrskega dela smo z anketnim vprašalnikom za učitelje prvega vzgojno-izobraževalnega obdobja naključno izbranih slovenskih osnovnih šol ugotavljali, ali učitelji uporabljajo tehnologijo oziroma medije, za katere dejavnosti jih uporabljajo, kako pogosto jih uporabljajo in kako dobro so njihove šole opremljene s tehnologijo. Zanimalo nas je, ali uporabljajo medije pri urah likovne umetnosti, katero nalogo so nazadnje izvedli s pomočjo medijev pri likovni umetnosti ter ali se čutijo dovolj usposobljene za delo z mediji. Cilj naše raziskave je bil še proučiti prakso oziroma pridobiti odgovore na vprašanja, kako učitelji v praksi na izbranih pomurskih osnovnih šolah izvajajo uvodne dele ur likovne umetnosti in če jih, katere medije pri tem uporabljajo. Z raziskavo smo ugotovili, da so šole zajete v raziskavo s tehnologijo dokaj dobro opremljene, da učitelji uporabljajo medije precej pogosto in za različne dejavnosti. Uporaba medijev je tudi pri likovni umetnosti dobra, kar smo potrdili tudi s praktičnim raziskovanjem na terenu, kjer se je pokazalo, da učitelji v uvodnih delih ur likovne umetnosti v večini uporabljajo medije, kar je spodbudno, saj mediji omogočajo sodobno naravnan pouk, večjo nazornost, aktivnost in dinamičnost pouka.Dissertation is divided into theoretical and empirical part. In the theoretical part we have defined a concept of medium in education, its role and purpose in education process. We have introduced different kinds of medium and have been focused on usage of medium at Art lessons. We have been focused as well on teachers and their usage of different medium at their lessons. In the empirical part of the dissertation we were exploring through the questionnaire if the teachers in the first triad of primary schools use technology or mediums, in which activities do they use mediums and how often. We were wondering how well are Slovenian schools equiped with those technology. We were also curious about the usage of medium at Art lessons, what task has been recently done by using medium and if the teachers are confident enough to use mediums in the classroom. The aim of our research was to get aquainted with the practice of teachers in primary schools – how well and how often do they use medium at Art lessons in the beginning of the lesson. In our research work we have come to the conclusion that primary schools are equiped well with the tecnology and teachers use it. The use of medium is good at Art lessons what was proved with the observations in the classrooms. Teachers are using mediums in the beginning of Art lessons what is very encouraging because mediums enable teachers to teach in a modern, up-to-date manner. Pupils are more active that means the Art lessons are more active, dynamic and explicit