Likovna apreciacija v vzgoji in izobraževanju: Primeri kvalitativnih raziskav

Abstract

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 Study of Light as an Experimental Factor in Observing the Development of Children’s Artistic Abilities in Kindergarten

“…Six categories are used to measure creativity today: sensitivity to problems (perception of artistic values), elaboration (organisation and use of artistic elements), flexibility (adaptation by means of artistic expression), fluency (a wealth of artistic ideas), originality (unusual and individual realisation) and redefinition (which also connects the redefinition of previous art experiences into new art structures) (Tomljenović, 2015). Several authors (Duh, 2004(Duh, , 2018Duh & Büdefeld, 2018;Herzog, 2008Herzog, , 2009 categorise the factors of artistic creativity into two groups. The first factors promote quantity and enable artistic creativity (redefinition, fluency and elaboration), while the other factors activate quality and promote artistic creativity (originality, flexibility and sensitivity to artistic language).…”

“…Such openness to adaptation enables the ability to engage flexibly with new things (DeYoung, 2006). Sensitivity to artistic language is a factor where one immediately notices what is important in the artistic interpretation of motifs (Duh, 2004). Karlavaris (1974) states that sensitivity towards artistic language is the ability of the individual to recognise and experience an artistic motif and to choose the appropriate material for the interpretation and creation of a new artistic whole.…”

The Impact of Contemporary Art on the Creativity of Twelve-Year-Olds / Utjecaj suvremene umjetnosti na kreativnost dvanaestogodišnjaka

“…Also derived from these phases are the didactic aspects of planning educational content in the school subject of arts. When, however, the creative development of learners is monitored in research (Karlavaris & Kraguljac, 1981;Duh, 2004;Herzog, 2009), six agents are observed that either allow or promote creativity (see Table 1 below). The agents that allow artistic creativity are redefinition, fluency and elaboration.…”

“…The agents that promote artistic creativity are originality, flexibility and sensitivity to artistic problems. Likewise, these agents also contain the weaker factor that allows artistic creativity (Duh, 2004).…”

Fine arts creative skills of elementary school students: An analytical demonstration of the role of stratum

“…Fine arts class is an educational process where students are also co-creators of the learning process. One of the fundamental aspects of fine arts as a school subject is the development of creativity, which is the actual process of artistic creativity through which the students obtain their skills and techniques (Duh & Herzog, 2020).…”