Metodika nastave Likovne kulture: Komuniciranje vlastitih i razumijevanje tuđih emocija putem likovnog izražaja

master's thesis

• Title (english): Communicating one's own and understanding other peoples emotions through artistic expression
• Author: Lea Bulaja
• Mentor: Snježana Ban (mentor)
• Mentor: Ida Loher (mentor)
• Committee member: Gordana Bakić Vlahov (predsjednik povjerenstva)
• Committee member: Sebastijan Dračić (član povjerenstva)
• Committee member: Renata Burai (član povjerenstva)
• Granter: University of Zagreb; Academy of Fine Arts; (Department of Art Education); Zagreb
• Defense date and country: 2024-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Fine Arts

Abstract

Svrha ovog diplomskog rada je istražiti kako potaknuti komunikaciju i izražavanje osjećaja kod osoba kroz likovno izražavanje te kako se navedeno mijenja kroz godine. Polazi od važnosti poticanja prikazivanja osjećaja kroz likovni izražaj zbog sve većeg zatvaranja u sebe kod djece i odraslih. Osobama koje nemaju dobar odnos sa svojim osjećajima, zanemaruju ih te neki osjećaji ostaju neriješeni što kasnije može zadavati emocionalne probleme. Komuniciranje osjećaja samima sebi ili drugima pomaže nam da si razjasnimo što se točno događa u našem tijelu i umu. Likovnim radom osobe mogu pospješiti kvalitetu komuniciranja emocija. Ovim radom istražuju se odgovori na pitanja: Kako možemo lakše komunicirati osjećaje kroz likovno izražavanje? Kako se simbolički jezik koristi za lakše komuniciranje osjećaja? Koliko je opširan prikaz osjećaja kroz likovno izražavanje crtežom? Istraživanje je provedeno kroz tri susreta s tri različite dobne skupine, osnovnoškolci iz 6. razreda, srednjoškolci iz 2. razreda i studenti od 22-27 godina. Na susretima se prvo poticalo razmišljanje o osjećajima vođenim putovanjem kroz maštu, gdje se pričalo pet priča povezanih s osjećajima. Cilj putovanja kroz maštu je bio imenovanje osjećaja. Nakon toga su osobe igrale igru pantomime u parovima, gdje je cilj bio da pokušaju osjetiti osjećaj u tijelu, te ga pokušaju iskomunicirati sa svojim parom. Kroz razgovor se povezivao pokret tijela s različitim vrstama linija kako bi potakli polaznike da kroz rad prikažu osjećaje na apstraktni način. Za završetak sudionici međusobno analiziraju i izlažu svoje radove odnosno osjećaje s ciljem prepoznavanja i imenovanja osjećaja. Priprema za radionice i sate s učenicima iz osnovne, srednje škole i sa studentima je prilagođena njihovim uzrastima. Za radionice za srednju školu i studente izmjene nastaju u samoj uvodnoj vježbi i pristupu analizi, a za studente i srednjoškolce u pripremi nema uvođenja termina linije.

Abstract (english)

The purpose of this thesis is to investigate how to encourage communication and expression of emotion in people through artistic expression and how this changes over the years. It starts from the importance of encouraging the display of emotion through artistic expression due to the growing introversion of children and adults. People who do not have a good relationship with their own emotions, who ignore their feelings, are left with some feelings unresolved which can cause emotional problems later on. Communicating emotions to ourselves or to others helps us clarify what exactly is going on in our bodies and minds. Art can improve the quality of communicating emotions for people. This thesis explores the answers to the following questions: How can we communicate emotions more easily through artistic expression? How is symbolic language used to communicate emotions more easily? How comprehensive is the representation of emotions through artistic expression in a drawing? The research was conducted through three meetings with three different age groups, 6th grade elementary school students, 2nd grade high school students and university students (aged 22-27). At the meetings, we first encouraged thinking about emotions, guided by a journey through 3 imagination, where five stories related to emotions were told. The goal of the journey through the imagination was to name the emotions. After that, the students played a pantomime game in pairs, in which the goal was to try to feel an emotion in the body, and to try to communicate it to their partner. Conversation was used to connect body movements with different types of lines in order to encourage participants to show emotions in an abstract way through artwork. At the end, the participants analyze and present their works, i.e. emotions, with the aim of recognizing and naming them. The workshop and classes preparation was adapted to the age of the students (elementary, secondary school and university levels). For secondary school and university students' workshops, changes were made in the introductory exercise itself and in the approach to analysis, while in the elementary and secondary school students' workshops there was no introduction of the term „line“.

• Keywords: primarni simboli-linije; asocijacije; osjećaji
• Keywords (english): primary symbols-lines; associations; emotions
• Language: croatian
• URN:NBN: urn:nbn:hr:215:908660
• Study programme: Title: Fine Arts; specializations in: Teaching; Course: Teaching; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije likovne kulture (magistar/magistra edukacije likovne kulture)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-04 12:56:23