Metodika nastave likovne kulture: Komunikacijski učinak umjetnosti: analogija i naracija

master's thesis

• Author: Marianna Nardini
• Mentor: Ante Rašić (mentor)
• Mentor: Sonja Vuk (mentor)
• Committee member: Sonja Vuk (predsjednik povjerenstva)
• Committee member: Gordana Bakić Vlahov (član povjerenstva)
• Committee member: Snježana Ban (član povjerenstva)
• Granter: University of Zagreb; Academy of Fine Arts; (Department of Art Education); Zagreb
• Defense date and country: 2021-09-22, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Fine Arts

Abstract

Ovaj diplomski rad bavio se poticanjem kreativnosti i samoupravljanja kod učenika te nelinearnog razmišljanja tijekom nastavnog procesa likovne kulture i drugih predmeta koji se bave osobnim izražavanjem učenika. Pomoću primjene metoda naracije i analogije u neposrednoj nastavi, istraživalo se kako se razlikuju i koliko su slični kraj osnovnoškolskog i srednjoškolskog obrazovanja, s naglaskom na nade i snove samih učenika. Svrha istraživanja proizašla je iz uočenog problema u dosadašnjoj nastavi, a to je nedostatak poveznica između osobnog svijeta učenika (emotivni svijet, svijet imaginacije te različite vrste znanja) i njihovog obrazovanja. Taj se problem odražava u raznim aspektima konstrukcije našeg društva u kojemu se očekuje cjeloviti rast, ali poučava se suprotno. Marginaliziraju se emocije i ne potiče se osjećaj pripadnosti zajednici te suosjećanje. Školska zajednica ne pruža dovoljno motivacijskih poticaja za same učenike. Oni nisu dovoljno emotivno povezani s nastavnim sadržajem, a time i sa samom svrhom obrazovnog procesa pa im je potrebno omogućiti osobnu poveznicu s vizijom budućnosti. Stoga je cilj ovog diplomskog istraživanja bio pronalaženje vlastite niše, odnosno sigurne zone, pomoću analogije vlastitoga bića s nekom pojavom iz svijeta, promišljanje o istom stvarajući vlastiti narativ te osvještavanje osobne emotivne povezanosti s određenom pojavom u svrhu boljeg razumijevanja i zdravijeg pristupa vlastitom identitetu. To je postignuto prepoznavanjem vlastitog načina izražavanja, percepcije stvarnosti, prihvaćanja i razumijevanja tuđeg kao nošenja s izazovima suvremenog društva te jasnije vizije vlastite budućnosti. Istražene su sličnosti i razlike kraja osnovnoškolskog i srednjoškolskog obrazovanja, s naglaskom na očekivanja samih učenika. Istraživanje je provedeno komparativno između osmog razreda osnovne škole i četvrtog razreda srednje škole te akcijskim istraživanjem u tri koraka. Rezultatima istraživanja odgovoreno je na sljedeća istraživačka pitanja: 1) Kako je primjenom analogije moguće potaknuti kreativnost, izražavanje i samoostvarenje učenika? 2) Kako primjena analogije i naracije potiče introspekciju? 3) Kako primjena analogije i naracije potiče aktivni pristup prema budućem životu? Pretpostavilo se da će učenici steći generičke kompetencije samoupravljanja i postizanja vlastite cjelovitosti osobnosti u skladu s inherentnom ravnotežom pojedinca i društva. Rezultati istraživanja potvrdili su pretpostavke te ukazali na to da je češćom upotrebom naracije i analogije kao metodama za poticanje kreativnosti moguće potaknuti učenike na kvalitetnu nelinearnu introspekciju, odnosno na kreativno, nelinearno istraživanje identiteta i svijeta, za što je trenutačno u obrazovnom sustavu ostavljeno jako malo prostora.

Abstract (english)

This thesis dealt with the encouragement of creativity and self-management in students and non-linear thinking during the teaching process of art and other subjects that deal with personal expression of students. Using the method of narration and analogy in the classroom environment, it was investigated how the end of primary and secondary education differ and resemble, with an emphasis on the hopes and dreams of the students themselves. The purpose of the research arose from the observed problem in teaching so far, and that is the lack of connection between the personal world of students (emotional world, the world of imagination and different types of knowledge) and education. This problem is reflected in various aspects of the construction of our society in which overall growth is expected but taught the opposite. Emotions are marginalized and the feeling of belonging to the community and compassion are not encouraged. The school community does not provide enough motivational incentives for the same students. Students themselves are not emotionally connected enough with the teaching content and the very purpose of the educational process, but they need to be able to make a personal connection with the vision of the future. Therefore, the aim of this graduate research was to find one's own niche or safe zone using analogies of one's own being with a phenomenon from the world, thinking about the same creation of one's own narratives, awareness of personal emotional connections with a certain phenomenon for better understanding and healthy approach to one's identity. This is achieved by recognizing one's own way of expression, perception of reality, acceptance and understanding of others as dealing with the challenges of modern society, and a clearer vision of one's own future. The similarities and differences of the end of primary and secondary education were investigated, with an emphasis on the expectations of the students themselves. The research was conducted comparatively between the eighth grade of primary school and the fourth grade of secondary school, and the action research in three steps. The results of the research answered the following research questions: 1) How is it possible to encourage creativity, expression and selfrealization of students by applying the analogy? 2) How does the application of analogy and narration stimulate introspection? 3) How does the application of analogy and narration encourage an active approach to future life? It was assumed that students would acquire generic competencies of self-management and achieve their own personality integrity in accordance with the inherent balance of the individual and society. 5 The results of the research confirmed the assumptions that, by more frequent use of narration and analogy as a method to encourage creativity, it is possible to encourage students to quality nonlinear introspection or creative, nonlinear research of identity and the world, for which very little space is left in the education system.

• Keywords: analogija; identitet; introspekcija; naracija; nelinearno mišljenje; umjetničko obrazovanje
• Keywords (english): analogy; identity; introspection; narration; nonlinear thinking; art education
• Language: croatian
• URN:NBN: urn:nbn:hr:215:857556
• 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: 2022-02-18 13:56:25