Metodika nastave likovne kulture: Pričanje priče slikom - vizualizacija odnosa

master's thesis

• Title (english): Telling Through Image - Correlation Visualization
• Author: Ivana Krnjak
• Mentor: Igor Čabraja (mentor)
• Mentor: Sonja Vuk (mentor)
• Committee member: Ines Krasić (predsjednik povjerenstva)
• Committee member: Darko Jakić (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: 2024-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Fine Arts

Abstract

Svrha ovog diplomskog istraživanja bila je ustanoviti odnos između učenikova funkcioniranja i njegove potrebe za izražavanjem te potaknuti razumijevanje važnosti slobodnog stvaranja u svakodnevici. Nakon određene životne dobi učenici pretpostavljaju da se likovnim i vizualnim stvaralaštvom mogu baviti samo oni koji posjeduju urođeni talent ili se profesionalno razvijaju u tim područjima. Tu je pretpostavku važno ispraviti prije nego što ona postane stav učenika. Problem koji proizlazi iz te pretpostavke te koji je bio uočen u nastavi likovne kulture bio je nedostatak intrinzične motivacije učenika pri samostalnom likovnom izražavanju. Cilj ovog istraživanja bio je otkriti može li se kroz povratak na originalne oblike spontanog stvaralačkog izražavanja – mitove i legende – pobuditi instinktivna volja za stvaranjem. Mogu li se, s pomoću učenja o važnosti mitoloških djela u stvaranju kulture, učenici potaknuti na samostalno likovno izražavanje? Rezultatima istraživanja odgovorilo se na sljedeća istraživačka pitanja: Kada i zašto dolazi do promjene stava učenika prema stvaralaštvu? Može li razumijevanje priče i pouke kao vrijednog dijela života utjecati na intrinzičnu motivaciju učenika? Istraživanje je bilo provedeno akcijski, u tri koraka: upoznavanje s mitom, korištenjem mita prilikom stvaranja te provjerom integracije naučenog. Uključivalo je metode planiranja unazad i unaprijed te metodu analize trenda putem upitnika (kako učenici doživljavaju svoje stvaralaštvo). Ustanovljeno je kako se pad zanimanja učenika za likovno i vizualno izražavanje događa postepeno, s najvećom razlikom između šestog i sedmog razreda. Nakon odrađenih nastavnih sati učeničko samopouzdanje u pristupu likovnom izražavanju poboljšalo se, ali to ne znači nužno da će se njime češće baviti u slobodno vrijeme.

Abstract (english)

The purpose of this academic research was to establish the correlation between a student’s activity and their need to express themselves, as well as to encourage understanding the importance of unrestricted creativity in their everyday life. After they reach a certain age, students assume that the only people capable of artistic and visual creativity are either those with a born talent, or professionals in the field. Challenging this assumption is vital before it turns into a stance. The problem arising from this assumption, and one which was noticed during art classes, is a lack of intrinsic motivation in students during independent artistic expression. The goal of this research was to discover whether an instinctual will to create could be awakened through a return to the original form of spontaneous creative expression – myths and legends. Could the students be encouraged towards independent artistic expression through learning about the importance of myths in formation of culture? The results answered the following research questions: When and how does the student’s attitude towards creativity change? Could the understanding of storytelling and edification as important parts of life impact the student’s intrinsic motivation? The action research was executed in three steps: introduction to myth, using myth during the creative process, and review of integration of the lessons. Methods included backward design, forward design, and trend analysis via a questionnaire (the student’s opinions on their creativity). It established that the decrease in students’ interest in artistic and visual expression happens gradually, with the largest decline between the sixth and seventh grade. After the lessons were completed, the students’ overall confidence during artistic expression increased, but it does not necessarily mean they will spend more practicing it in their free time.

• Keywords: likovno izražavanje u slobodno vrijeme; intrinzična motivacija; mitologija; simbolika; naracija
• Keywords (english): artistic expression during free time; intrinsic motivation; mythology; symbolism; narrative
• Language: croatian
• URN:NBN: urn:nbn:hr:215:904099
• 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: 2024-10-08 12:55:52