The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students’ interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students’ surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth’s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society

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The research tests the relation between the ambiguity and aesthetic impression of visual objects. As stimuli, standard forms of traditional carpet patterns were used. The subjects were students of visual arts from Faculty of Fine Arts in Belgrade. In the first stage, the research tested the associative meaning of a sample of patterns. It has been shown that each pattern evoked a high number of associations (average 32 per pattern). According to expectations, patterns are seen as non-discursive symbols with an open meaning. For classification of patterns, two criteria for measuring ambiguity were applied -flexibility (number of non-repeated words) and fluency (total number of associations). That way, patterns were classified in two groups, patterns with low and patterns with high ambiguity. In the second stage of the research, patterns were evaluated by the next group of students using the semantic differential as an instrument. It contained 12 seven-grade scales which measured fine components of aesthetic appreciation. The results show that ambiguity has been related to 5 different scales, depending on the criterion (flexibility or fluency). Patterns with high ambiguity were experienced as unusual regardless of the criterion applied. If flexibility is the used criterion, patterns are experienced also as interesting and salient. If fluency is used, patterns are experienced as asymmetric and dynamic. Results show that patterns are highly valued in general. Ambiguity as a component of aesthetic appreciation is related to the scale usual -unusual, as a stable predictor of ambiguity, and with asymmetry, dynamic, interest and salience as components dependent on the classification criterion.

This article presents the process and impacts of interdisciplinary approach to education of students of arts. The project has been implemented during 2017/18 as Summer Art School (Let- nja umetnička škola) of the University of Arts in Belgrade. Starting from the idea of a holistic approach in education, the concept of the school was based on interdisciplinary teaching and connected art, science and technology. It was implemented as a type of educational experiment, which was conducted in specific conditions and methodically designed the way that the focus was on the synergistic action of various formal as well as implicit stimulating factors in the teaching process. The main goal of the Program was to apply those methodological approaches for supporting and up-grading the performance of students, especially in terms of developing cognitive and creative potentials and intrinsic motivation. In accordance with the basic idea of integrative teaching and interdisciplinary competences, the findings of quantum physics have been used as initial problem material for discussion and analysis. The program was attended by 22 students from four faculties of the University of Arts in Belgrade and seven university professors in the role of teachers-mentors (workshop leaders) who implemented the contents, methods and activities defined by the program. Project was placed in the Research Center Petnica in Valjevo. During the implementation of the project, various elements were observed, such as students attitudes toward the program and its effects, toward workshop leaders and working atmosphere and toward personal artistic development. Comparisons between initial and final phases showed that students noticed some positive qualitative changes as results of the project activities. In the last phase of the Program, an evaluation was conducted through a survey which examined the attitudes of students about the concept of the program and the conditions in which the program was implemented. According to the respondents, this form of integrative teaching, methodical approach of teachers and stimulating environment, appeared as an incentive for students. Regarding their learning, motivation and development of ideas, they unanimously report positive impacts on their creative production. Some of the most important issues reported by students were: they find initial learning material (findings of quantum theory by David Bohm) as very inspiring; methodological approach and team work have been recognized as important; research centre and it’s capacities have been seen as motivating; integrative workshops, psychological work and friendly atmosphere allowed deeper and more productive art work; the interrelation between art, science and technology appeared as stimulating field for exploration; concept of the project allowed broad and inte- grative ideas to appear; the teaching process has been perceived as very well organized and stimulating. In general, students opinions confirm that this educational concept is more than welcomed in the field of high art education, and is in a functional and conceptual sense, inher- ent to the needs and challenges of contemporary society.

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