Modern art curricula derive from the assumption that visual arts education can be of a high quality only if productive and receptive artistic activities are implemented. In art education practice, we are able to follow incentives for artistic expression but pay less attention to developing art appreciation that is based on developing as subtle perceptions of artwork as possible. Students have few opportunities to observe, enjoy and understand artwork. This discussion presents the results of a study that monitored the development of art appreciation abilities of 11–14 year‐old students in Slovenian compulsory education. The level of art appreciation abilities is rather average and more developed with older students and girls. There were no statistically significant differences with regard to school stratum.

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An overview of the literature on gifted students suggests that students can be gifted by showing intelligence and/or creative abilities� Whether teachers are able to recognize intelligent and/or creative students is a matter of being skilled and can have a tremendous impact on students' course of education� In out study, we included students of Slovenian primary schools who were either recognized as gifted or non-gifted by their teachers� To find out what differences occur in the creativity levels of gifted and non-gifted students, their creativity levels were recorded using the LV1Test, measuring their artistic-creative and artistic-appreciative abilities� Data analysis reveals that the gifted students were more successful in gaining a higher average score on the test, as well as the majority of individual items in the test�

Znanstvena monografija obsega šest glavnih poglavij. V Uvodu sta predstavljeni ustvarjalnost in apreciacija kot dva temeljna vidika pouka likovne umetnosti. V nadaljevanju, Terminološka opredelitev likovne apreciacije, je razvoj termina likovna apreciacija opredeljen na osnovi poznanih strokovnih razprav. V poglavju Osnovne značilnosti likovne apreciacije so opisani dejavniki likovne apreciacije. V poglavju Struktura likovne apreciacije sta predstavljena likovno znanje in čas kot pomembna dejavnika pri razvoju likovne apreciacije. V naslednjem poglavju, Plasti likovnega dela, so te podrobno opisane, saj večplastnost likovnih del omogoča različne pristope k razvoju likovne apreciacije. Poglavje se zaključi z obravnavo likovnega vrednotenja in likovne apreciacije. V naslednjem, obsežnem poglavju je predstavljen pregled kvalitativnih empiričnih raziskav, kjer so sistematično opisani načrtovanje, instrumentariji in izvedbe ter rezultati raziskav. Te so bile izvedene na celi vertikali izobraževalnega sistema, tj. v otroških vrtcih, osnovnih šolah, srednjih šolah in višjih/visokih šolah različnih študijskih smeri v Sloveniji in v tujini.

The article presents a comparison of artistic and creative achievements of Slovenian fifth grade primary school students using a sample of 321 fifth graders (11 and 12 year olds) from 12 primary schools (4 urban and 8 suburban schools). The previously verified LV1 test was used as the research instrument that was employed to establish the existing condition of artistic creativity. The test was used to monitor six factors of artistic creativity. The analysis of results indicated that there were statistically significant gender differences in artistic flexibility and sensibility for artistic problems in favour of girls. Furthermore, possible differences among students from the urban and suburban environment were studied. There was a statistically significant difference concerning the factor of artistic fluency, where students from the urban environment achieved better results.