Metodika nastave likovne kulture: Emocije i doživljaji u nastavi predmeta Likovna kultura

master's thesis

• Author: Tea Pranjić
• Mentor: Ines Krasić (mentor)
• Mentor: Sonja Vuk (mentor)
• Committee member: Darko Jakić (predsjednik povjerenstva)
• Committee member: Sonja Vuk (član povjerenstva)
• Committee member: Tomislav Buntak (član povjerenstva)
• Granter: University of Zagreb; Academy of Fine Arts; (Department of Art Education); Zagreb
• Defense date and country: 2017-07-05, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Fine Arts

Abstract

Zbog sve većeg pritiska okoline, djeca se sve manje odlučuju otvoreno izraziti svoje emocije, a svrha je ovog istraživanja potaknuti ih upravo na to. Djeca se u današnje doba sve teže izražavaju, a posebno teško izražavaju svoje emocije. Mala djeca često nesvjesno izražavaju svoje misli i emocije kroz crtež, ali malo starija, pogotovo adolescenti, često sakrivaju vlastite emocije u strahu od osude okoline. Neumjerena uporaba tehnologije je dodatno umanjila sposobnost usmenog i pismenog izražavanja emocija, a posljedično je smanjeno izražavanje i u glazbenom, likovnom te općenito fizičkom obliku. Vizualno izražavanje emocija djeci može pomoći da se, bez osude društva, izraze na svoj osobni način. Ako im omogućimo da indirektno izraze svoje emocije, ujedno im omogućujemo da ih dijele sa drugima i čuvaju za sebe. Stoga je cilj ovog istraživanja bio odgovoriti na pitanje kako im to omogućiti? Istraživanje je provedeno dominantno kvalitativnom metodom na uzorku od dvadeset i dva učenika sedmog razreda osnovne škole kroz tri koraka akcijskog istraživanja. Prvom etapom propitkuje se vizualni doživljaj emocija, odnosno koje forme će učenici dati emocijama. U drugoj etapi od vlastitih likovnih predložaka učenici su konstruirali mobil ravnoteže pozitivnih i negativnih emocija, dok su u posljednoj etapi u fokusu pozitivne emocije i slaganje kompozicije njihovog vizuala te ispunjavanje upitnika o sudjelovanju. Upitnikom se saznaje koliko im je bilo ugodno dijeliti svoje osobno iskustvo na način da se mogu izraziti, a da to nije javno, koliko su bili u mogućnosti podijeliti svoje emocije na neverbalni način i je li im taj način ugodniji od verbalnog ili nekog drugog oblika. Cilj je učenicima ponuditi više mogućnosti u likovnom i vizualnom izražavanju, pogotovo u osjetljivom području koji čine njihove emocije. Ovaj način izražavanja nudi im mogućnost da se izraze neverbalno, da stvore vlastiti prikaz emocije i doživljaja, kad osjećaju potrebu za time ili kad nastavnik osjeća da će učeniku biti lakše izraziti se na taj način.

Abstract (english)

Due to the ever-growing social pressure, children are less and less inclined to show their emotions, and it is the purpose of this work to encourage them to do so. Today, children express themselves with increasing difficulty, especially when it comes to emotions. Small children often unconsciously express their thoughts and feelings through drawing, but the older children, especially the adolescents, often hide their emotions due to the fear of social disapproval. Excessive use of technology has further lessened the ability of verbal and written expression of emotions, which in turn has led to the decline in musical, artistic and other physical means of expression. Visual expression of emotions can help children in expressing themselves in their own way without the looming threat of social disapproval. If we allow them to indirectly express their emotions, they may share them with others as well as keep them for themselves. So the purpose of this research was to find out how to make this a possibility. The research was carried out using the dominant qualitative method on a sample of twenty-two students of the seventh grade of elementary school. It was divided into three stages of action research. The first stage was concerned with the visual perception of emotions, and it was conducted by examining the forms that the students gave to different emotions. In the second stage, students used their own visual templates to construct mobiles of positive and negative emotions. And finally, the last stage focused on composing the visuals for positive emotions and filling out the participation questionnaire. The questionnaire was used to find out how comfortable the children were in sharing their private experiences in this unique way of non-public expression, how capable they were in sharing their emotions in a non-verbal way and whether this method was more enjoyable than verbal or some other form of expression. The goal was to give students more means of visual and artistic expression, especially when dealing with the sensitive topic of emotions. This form of expression gives them means to express themselves non-verbally, to create their own way of displaying emotions and experiences when they feel the need to do so, or when the teacher feels that a student would more easily express themselves in this way.

• Keywords: emocije; doživljaji; izražavanje emocija; neverbalno izražavanje
• Language: croatian
• URN:NBN: urn:nbn:hr:215:203570
• 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
• Public note: Ključne riječi unijela urednica.
• Created on: 2018-06-19 10:26:07