| Sažetak | Svrha ovog rada bila je proučavanje uloge introspekcije u nastavi praktičnih likovnih predmeta te poticanje učenika umjetničke srednje škole na samostalno razmišljanje o vlastitom likovnom procesu, a temeljila se na pretpostavci da introspekcija pozitivno pridonosi daljnjem likovnom razvoju. Unutar školskog sustava ili u sklopu nastave nedostaje poticaj na introspekciju kroz proučavanje vlastitog likovnog rada. Učenici rijetko imaju priliku pratiti razvoj svojih razmišljanja, stavova i osjećaja zbog brojnih faktora od kojih je najznačajniji nastavni program te pristupi u nastavi. Stoga je cilj ovog istraživanja bilo otkriti kako pomoću likovnog izražavanja postići autentičnost u likovnom izražavanju učenika. Fokus istraživanja bio je vođen pitanjem odnosa ideje i forme. Rezultatima istraživanja nastojalo se odgovoriti na sljedeća istraživačka pitanja: Kako se odnos ideje i forme u likovnom radu učenika mijenja s njihovim razvojem? Što čini autentičnost izraza u likovnom radu učenika srednje umjetničke škole? Kako izraziti vlastitu osobnost pomoću likovnog rada? Odabrana metoda bila je akcijsko istraživanje od tri koraka u kombinaciji sa studijom slučaja pojedinaca, u sklopu nastave predmeta Grafički dizajn u kojoj su sudjelovali učenici četvrtog razreda Škole primijenjene umjetnosti i dizajna u Zagrebu. U prvom koraku učenici su uspoređivali svoje prethodne radove koji su radili u okviru nastave te su pomoću njih izradili osobe plakate. Drugi korak se sastojao od projiciranja kako će im teći daljnje likovno izražavanje te izrade skica za osobni piktogram. U trećem koraku učenici su realizirali osobni piktogram na temelju analize i novostečenih uvida. Na kraju svakog nastavnog sata, učenici su ispunjavali refleksivne dnevnike s istim pitanjima. Prikladni instrumenti prikupljanja podataka bili su: vlastiti refleksivni dnevnik, promatranje i bilješke s opažanjima, radovi učenika te dokumentacija nastavnih materijala. Rezultati su pokazali sljedeće: u početku su se učenici fokusirali na tehničku kvalitetu radova, no s vremenom su razvili dublju povezanost s radovima i introspektivniji pristup, prelazeći na izražavanje unutarnjih osjećaja. Nadalje, autentičnost njihovih radova rasla je kako su dublje povezivali svoje osjećaje s radovima i samostalno donosili odluke. Pozitivno su reagirali na vršnjačka vrednovanja, što je rezultiralo raznolikijim i autentičnijim radovima, kao i pozitivnoj radnoj atmosferi u učionici, dok se samovrednovanje pokazalo kao izazovno. Pisani oblici introspekcije pomogli su im da izraze ranjive aspekte svojih osjećaja. |
| Sažetak (engleski) | The purpose of this paper was to study the function of introspection in art education and to encourage students of art high schools to think independently about their own artistic process, based on the assumption that introspection positively contributes to further artistic development. Within the school system or as part of art classes, there is a lack of encouragement for introspection through the study of one's own artwork. Students rarely have the opportunity to track the development of their thoughts, attitudes, and feelings due to numerous factors, the most significant being the curriculum and teaching approaches. Therefore, the aim of this research was to discover how to achieve authenticity in students' artistic expression in class. The research focused on the relationship between idea and form. The results aimed to answer the following research questions: How does the relationship between idea and form in students' artwork change as they develop? What constitutes authenticity in the expression of high school art students? How can one express their own personality through art? The chosen method was a three-step action research combined with a case study of individuals, during classes of Graphic Design, involving fourth-grade students from the School of Applied Arts and Design in Zagreb. In the first step, students compared their previous works created in class and they used them to create their own personal posters. The second step involved projecting their future artistic expression and creating sketches for a personal pictogram. In the third step, students created their personal pictograms based on analysis and newly acquired insights. At the end of each step, the students filled out the same reflexive questionnaire. Suitable data collection instruments included a personal reflective journal, observations and notes, students' works, and documentation of teaching materials. It was expected that each individual’s artwork would reveal at least one recurring pattern (theme/motif/belief/mode of creation or thinking) that persists and captivates them throughout their four years of artistic creation. The anticipated result was that students would find an appropriate form for the personal idea they wish to express. The benefit of this research lies in encouraging self-analysis and filtering students' authentic expressions to provide them with a tool for more sincere artistic expression. The results showed that, initially, the students focused on the technical quality of the works, but over time, they developed a deeper connection and a more introspective approach, moving to the expression of inner feelings. Furthermore, the authenticity of their work grew as they connected their feelings more deeply with their work and made their own decisions. They responded positively to peer evaluations, resulting in more diverse and authentic work, as well as a positive working atmosphere in the classroom, whereas self-evaluation proved to be challenging. Written forms of introspection helped them express the more vulnerable aspects of their feelings. |
