Metodika nastave likovne kulture: Metafora i naracija kao poveznice popularne vizualne kulture i nastave Likovne kulture

master's thesis

• Author: Tea Bošnjaković
• Mentor: Matko Vekić (mentor)
• Mentor: Sonja Vuk (mentor)
• Committee member: Ante Rašić (predsjednik povjerenstva)
• Committee member: Snježana Ban (član povjerenstva)
• Committee member: Sonja Vuk (član povjerenstva)
• Granter: University of Zagreb; Academy of Fine Arts; (Department of Art Education); Zagreb
• Defense date and country: 2020-09-23, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Fine Arts

Abstract

Svrha ovoga diplomskog rada bila je proučiti metaforu i naraciju kao poveznice popularne vizualne kulture i nastave Likovne kulture. Temu je bilo vrijedno istražiti zbog odgojne uloge umjetnosti kod učenika te njihova osobnoga i društvenoga razvoja kako u likovnoj kulturi tako i u životnom aspektu.
Problem od kojega je krenulo ovo istraživanje jest činjenica da se u Nastavnom planu i programu za Likovnu kulturu (MZOŠ, 2006) ne spominju metafora i naracija u nastavi Likovne kulture niti se... More spominje bavljenje kreativnošću. Pojam popularne vizualne kulture mijenja se generacijama. Idući problem koji je prisutan u izradi likovnih zadataka i općenito u likovnom izražavanju jesu šablone kojima se učenici koriste.
Cilj je bio potaknuti kreativni proces učenika koristeći metaforu i naraciju kao metode građenja osobnoga likovnog izražavanja te poticanja kreativnosti učenika u nastavi Likovne kulture. Također, cilj je bio i udaljiti učenike od šabloniziranja prilikom likovnoga izražavanja.
Istraživačka pitanja na koja su rezultati istraživanja odgovorili su sljedeća:
Gdje se pojavljuje metafora u popularnoj vizualnoj kulturi?
Gdje se pojavljuje naracija u popularnoj vizualnoj kulturi?
Kako se upotreba metafore i naracije u vizualnoj kulturi može primijeniti na poticanje kreativnosti u nastavi Likovne kulture?
Ovo je istraživanje provedeno u trima akcijskima koracima. Prvi je korak proveden izvan neposredne nastave pregledom učeničkih radova od petoga do osmoga razreda, dok su ostala dva koraka provedena tijekom četiriju nastavnih sati u osmom razredu osnovne škole za vijeme nastave Likovne kulture. Tijekom drugoga akcijskog koraka učenici su uvedeni u način izražavanja pomoću metafore i naracije, a u trećem akcijskom koraku trebali su zadani problem riješiti koristeći metaforu i naraciju te to vizualizirati u svojem likovnom uratku.
Navedeno se ostvarilo tijekom drugoga i trećega akcijskog koraka, iako se u drugom akcijskom koraku metafora pretežito prikazuje pomoću šablona. Iduće je očekivanje uključivalo da će učenici prepoznati šablone te da će one izostati u daljnjem likovnom radu učenika što se u potpunosti ostvarilo tijekom trećega akcijskog koraka. No rezultati u drugom akcijskom koraku pokazali su da je učenicima uporaba šablona vrlo bliska zbog lakšega rješenja i izbjegavanja nepoznanice. Također, očekivao se napredak osobnoga razvoja učenika u osmišljanju i nizanju originalnih ideja, odnosno razvoj kreativnosti učenika. Uspoređujući drugi i treći akcijski korak, navedeni je napredak u trećem koraku bio značajno u porastu, šablonizacija se izbjegavala te su metafora i naracija zadovoljavajuće upotrijebljeni. Less

Abstract (english)

The purpose of this thesis is to explore metaphor and narrative as links between visual culture and the teaching of fine arts. The topic is worth exploring because of the educational role of art in students’ personal and social development, both within the visual arts in the cultural aspect.
The problem from which this research started is that in the Arts Education curriculum (MSES, 2006) does not mention metaphor and narrative in the teaching of fine arts, nor does it mention engaging... More in creativity. The notion of popular visual culture has changed through the generations. Another problem that is present when performing visual tasks and, in general, when expressing art outside the teaching of fine arts, is the patterns that students use mainly to facilitate the visual interpretation.
The goal was to encourage the creative process of students, using metaphor and narrative as methods of better understanding and building personal artistic expression, and encouraging students' creativity in the teaching of fine arts. The goal was also to distance students from using patterns in art expression.
The research results will answer the following questions:
Where does the metaphor in popular visual culture come from?
Where does the narrative come from in popular visual culture?
How can the use of metaphor and narrative in visual culture be applied to stimulating creativity in the teaching of fine arts?
This research was conducted in three action steps. The first step was carried out outside the classroom through a review of student works from fifth to eighth grade, while the other two steps were carried out through four teaching hours in eighth grade in a primary school during art classes. In the second action step, students introduced into the mode of expression through metaphor and narrative, and in the third action step, they should have solved the default problem, also by using metaphor and narrative, and and visualize it in their artistic work.
This expectation was met during the second and the third action steps, although in the second one the metaphor was predominantly presented through patterns. The following expectation consisted in students recognizing the patterns and avoiding them in the further artistic work, which was fully realized in the third action step, while the results in the second action step showed that the students used patterns in order to find easier solutions and avoid what was unfamiliar to them. The progress of students' personal development in designing and arranging original ideas i.e. creativity was also expected. This progress was made, patterns were avoided, and metaphor and narrative were used satisfactorily. Less

• Keywords: metafora; naracija; popularna vizualna kultura; nastava Likovne kulture; šablone
• Keywords (english): metaphor; narrative; pop art; art class; patterns
• Language: croatian
• URN:NBN: urn:nbn:hr:215:940692
• 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: Access restricted to students and staff of home institution
• Created on: 2020-12-16 13:08:17