Elementary School Student's Attitudes on Teaching Artist' Monochrome Picture Book Without Text and Graphite Technique

Bukovec, Anamarija; Potočnik, Robert

doi:10.1080/15411796.2019.1680230

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…In the field of picture book research, it can be observed that the focus is mainly on the text and on the conversation about the illustrations, but without the inclusion of visual elements of art and design (Baird et al, 2016). However, picture books are an important resource for developing visual literacy, multimodal literacy, visual aesthetic understanding and visual aesthetic development (Bukovec & Potočnik, 2019;Pantaleo, 2012;Serafini, 2014;Sipe, 2008). Doonan (1993, p. 8) notes, at some point in a child's development, a spontaneous response to a picture book is not enough and »knowledge is needed«.…”

Section: Discussionmentioning

confidence: 99%

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Batič

Kac²

2020

CEPSj

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Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

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Section: Discussionmentioning

confidence: 99%

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Batič

Kac²

2020

CEPSj

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“…They shared their experiences related to the emotion of fear. Moreover, this was not difficult for them because children, such as these younger students, primarily experience the world that surrounds them, including works of art, through their emotions Bukovec & Potočnik, 2019). When their words problem-based learning and teaching in the process of experiencing and creating an artwork 115 became insufficient for verbalisation, we asked students to artistically express the experienced and lived fear with their painting handwriting, free choice of colours, textures, signs in the tempera painting technique.…”

Section: Experience Of An Artwork As a Problematic Art Taskmentioning

confidence: 99%

Innovative Learning and Teaching for Quality Careers of Graduates and Excellent Higher Education: Arts Didactics in Higher Education

2022

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Artistic expression makes an important contribution to a child's holistic development, fostering cognitive, social, personality, and problem-solving skills, and positively affecting physical, language and emotional development. The need for appropriate qualification of pedagogical staff trained for future professional activity in planning and teaching arts content at different educational levels is met by the higher education system, which strives to equip future educators and teachers with relevant knowledge in the field of arts content. Direct experience in the fields of art creation and the planning and teaching of art content contributes significantly to the development of students' own artistic expression and, consequently, to a more serious reflection on the content and organisation of art activities in practice. In doing so, the method of teaching art content is designed to develop students' understanding of the complexity of visual arts so that they are later able to design, organise and implement high quality art content.

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“…Ilustriranje prebranega besedila je velikokrat poskus medpredmetnega povezovanja področij književnosti in likovne umetnosti (Batič 2019), pri tem pa likovna dejavnost običajno ni ciljno zasnovana, kljub temu, da imajo slikanice številne likovnodidaktične razsežnosti, ki jih lahko učitelj smiselno uporabi pri pouku likovne umetnosti (Batič 2017;Batič, Lebar Kac in Haramija 2019). Slikanice brez besedila pa so lahko zelo dober likovnodidaktični pripomoček za spoznavanje likovnih tehnik (Bukovec in Potočnik 2019).…”

Section: The Motor Skills At Paper Products Manufacturing As a Starting Point For Cross-curricular Integration At The Elementary Level Ofunclassified

Medpredmetno povezovanje: pot do uresničenja vzgojno-izobraževalnih ciljev

2021

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V današnjem času smo priče nenehnemu napredku na vseh področjih, ki od nas zahteva hitro odzivnost, prilagodljivost na spremembe okolja in družbe ter vseživljenjsko izobraževanje. Izhajajoč iz tega je treba tudi poučevanje prilagoditi, tako da bomo učence¹ napotili na pot nenehnega učenja in spreminjajočega se pridobivanja informacij, ki jih bodo znali povezati med seboj in izkoristiti v dani situaciji. Sposobnosti videnja povezav, reševanje problemov z vidika različnih perspektiv in vključevanje informacij z različnih področij so ključni za življenje v hitro spreminjajoči se družbi. Učitelji in vzgojitelji tako niso več le posredniki znanja, temveč pomembni soustvarjalci dinamičnega učnega procesa, v katerem skupaj z učenci soustvarjajo znanje, da bi razumeli dogajanje v družbi oz. svoji okolici. Prav zato je pomembno, da vzgojno-izobraževalne institucije pri poučevanju upoštevajo te značilnosti in se nanje ustrezno odzivajo. Pri tem je pomembno spreminjanje učnega procesa v smeri medpredmetnega povezovanja, ki prispeva k vseživljenjskemu znanju in razvoju ključnih kompetenc, predvidenih v nacionalnih kurikulih.Medpredmetno povezovanje je celosten didaktični pristop, ki označuje tako horizontalno kot vertikalno povezovanje znanj, vsebin in učnih spretnosti ter spodbuja samostojno in aktivno pridobivanje učnih izkušenj . Povezovanje disciplin nadgrajuje sodobne teorije poučevanja in ¹ Pojem učenec je uporabljen v smislu učečega se na vseh stopnjah vzgojno-izobraževalnega sistema.

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Elementary School Student's Attitudes on Teaching Artist' Monochrome Picture Book Without Text and Graphite Technique

Cited by 4 publications

References 14 publications

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Innovative Learning and Teaching for Quality Careers of Graduates and Excellent Higher Education: Arts Didactics in Higher Education

Medpredmetno povezovanje: pot do uresničenja vzgojno-izobraževalnih ciljev

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