Metodika nastave likovne kulture: Kabinet čuda - Utjecaj vizualne kulture na percepciju i kreativnost učenika osnovne škole

master's thesis

• Author: Lora Elezović
• Mentor: Igor Čabraja (mentor)
• Mentor: Sonja Vuk (mentor)
• Committee member: Darko Jakić (predsjednik povjerenstva)
• Committee member: Gordana Bakić Vlahov (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

Problem proizlazi iz sustava, odnosno onoga što ne funkcionira unutar njega, a to je da se ne bavi kritičkim promišljanjem vizualne okoline učenika. Zbog nedostatka znanja u području vizualne kulture, učenici ne pridaju dovoljnu važnost procesu gledanja i promatranja što dovodi do brzopletog usvajanja vizualnih informacija i stvaranja manipulativnih utjecaja na razvoj učenikove percepcije.
Cilj je ovog diplomskog rada ispitati i provjeriti učenikovu svijest o prisutnosti vizualne kulture kojom je okružen u svakodnevnom životu i utjecaju nametnutih društvenih vrijednosti koje se očituju kroz razne oblike vizualne kulture i manipulira učenikovu jedinstvenost.
Istraživanje je bilo provedeno kvalitativnom metodom, uz primjenu ankete, pisanih bilješki vođenih tijekom nastavnih sati i fotodokumentacije učeničkih radova. Kao rezultat istraživanja očekuje se promjena iz koraka u korak vizije okoline i odnosa sebe u okolini. Kroz prvi korak, mentalnu mapu, učenici su spoznali suvremeni kontekst i način koji utječe na njega / nju i na njegov/njezin izbor ( izražavanje vlastite osobnosti).
U drugom koraku naglasak je bio na vlastitom kabinetu čuda danas, individualni izbor za svakog učenika, odnosno interpretaciji osobnog kabineta čuda, odnosno kolekcije.
Koncept kabineta čuda naglasak je stavljao na vlastitu „kolekciju“ omiljenih predmeta.
Provodio se manji projekt sakupljanja van škole u kojem je učenik odabirao što mu se sviđa i zašto mu se sviđa.
U trećem koraku formirala se ideja vlastitog putnog kofera današnjeg tinejdžera za odlazak ili „preživljavanje“ u školi.
Istraživačka pitanja na koje je ovo istraživanje odgovorilo svojim rezultatima su:
1. Kako se vizualna kultura odražava u vizualnim radovima učenika?
2. Kako usmjeriti učenike na kritičko promišljanje i kreativno interpretiranje vizualne kulture iz svakodnevnog okruženja?
Rezultatima istraživanja potvrđeno je da sadržaji popularne vizualne kulture utječu na oblikovanje osobnog identiteta učenika. Zbog nedostatka znanja u području vizualne kulture učenici nesvjesno usvajaju nametnute manipulativne prikaze, interese i pravila ponašanja zbog čega gube svoju individualnost, kreativnost i jedinstvenost. Kroz likovni zadatak najčešće se predstavljaju poput ostalih, odnosno priklanjaju se nametnutim utjecajima društvenih normi. Preispitivanjem i promatranjem vlastitog vizualnog iskustva kroz likovni rad učenici uočavaju važnost utjecaja vizualne kulture i razvijaju kritičko mišljenje koje doprinosi stvaranju zdrave samosvijesti i samopouzdanja.

Abstract (english)

The purpose of this research was to find out what and how much visual culture encompasses, in which branches it is involved in art design, and how many students it surrounds on a daily basis. Also, the purpose was to encourage students' attention on the appearance of everyday objects. Through work they come across the influence of visual culture on their own identity.
The problem arises from the system which does not work well within. It does not deal with critical reflection on the visual environment of students. Due to the lack of knowledge in the field of visual culture, students do not give enough importance to the process of seeing and observing. That leads to the hasty adoption of visual information and the creation of manipulative influences on the development of student perception.
The aim of this thesis is to examine and verify the student's awareness of the presence of visual culture which surrounds the everyday life. The impact of imposed social values is manifested through various forms of visual culture and manipulates the student's uniqueness.
The research was conducted by a qualitative method, with the application of a survey, written notes taken during classes and photo documentation of student work. As a result of the research, a change from step to step of the environment vision and the relationship of oneself in the environment is expected. Through the first step; mental map, students learned about the contemporary context and the way it affects him / her and his / her choice (expressing his / her own personality).
In the second step; the emphasis was on one's own cabinet of curiosity today, an individual choice for each student i.e. the interpretation of a personal collection inside a cabinet of curiosity.
The concept of the Cabinet of curiosity placed emphasis on its own "collection" of favourite items.
A small out-of-school collection project was conducted in which the student chose what he liked and why he liked it.
In the third step; the idea of today's teenager's own suitcase of "surviving" at school was formed.
The questions this research will give answers to with its results are:
1. How is visual culture reflected in students ’visual works?
2. How to encourage students to critically reflect and creatively interpret visual culture from the everyday environment?
The results of the research have proven that the contents of popular visual culture influences the formation of students' personal identity. Due to the lack of knowledge in the field of visual culture, students unconsciously adopt the imposed manipulative representations, interests and rules of behaviour. As a result students lose their individuality, creativity and uniqueness. Through the art task, they most often present themselves like others by adapting to the imposed influences of social norms. By reviewing and observing their own visual experience through art work, students perceive the importance of the influence of visual culture. As such they develop critical thinking that contributes to the creation of a healthy self-awareness and self-confidence.

• Keywords: identitet; individualnost; kreativnost; vizualna kultura; novi mediji
• Keywords (english): identity; individuality; creativity; visual culture; new media
• Language: croatian
• URN:NBN: urn:nbn:hr:215:562550
• 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: 2021-01-07 14:04:39