Sodobna umetnost in državljanska vzgoja – vprašanje mogočih medpredmetnih povezav na vsebinski ravni

Abstract

Sodobna umetnost se v primerjavi s predhodno moderno umetnostjo razlikuje v tem, da se spet vrača k družbi in vsakdanjemu življenju ter da tematizira aktualne težave, s katerimi se srečuje človek tukaj in zdaj. Zelo pogosta tema je trajnostni razvoj in s tem povezane vsebine, kot so: okoljevarstvo, vrednote, odnos do drugega itn. To so hkrati teme, ki sodijo v koncept aktivnega državljanstva, zato razumevanje sodobne umetnosti pravzaprav zahteva aktivno državljanstvo. Še posebej to velja za relacijsko umetnost, ki od gledalca zahteva aktivno participacijo v umetnini. V prispevku se sprašujem, kako uresničevati povezanost sodobne umetnosti in državljanske vzgoje v osnovni šoli. Sodobna pedagoška doktrina zelo spodbuja medpredmetno povezovanje, zato sem analizirala učna načrta predmetov likovna vzgoja ter državljanska in domovinska vzgoja ter etika in ugotovila, da sta s tega vidika težko povezljiva. Na odsotnost sodobne umetnosti v učnem načrtu za likovno vzgojo se sicer že dlje časa opozarja, a težava učnega načrta je konceptualne narave. Skupne cilje državljanske in likovne vzgoje je mogoče uresničevati z intenzivnejšim medinstitucionalnim povezovanjem šol z galerijami in muzeji, ki predstavljajo sodobno umetnost. Na treh primerih sodobnih umetnin, natančneje participatornih praks (Proletarier aller Länder, Žicar in EU/Others) pokažem na mogočo medpredmetno povezavo na vsebinski ravni in opozorim na s pedagoškega vidika pogosto spregledano dejstvo, da sodobno umetnost doživljamo tukaj in zdaj.

Perspectives on Teacher Education and Development

“…At the same time, the subject of contemporary fine arts, i.e., art that is happening now, as Kemperl (2013) says, distinctly thematises current social and political issues in everyday life. Through contemporary fine arts, we can learn about the world in which we live, explore our cultural environment, learn about and seek new possibilities of expression, and express our own views and beliefs (Kemperl, 2013;Herzog et al, 2017;. Today, art, through the content it addresses, is more integrated into our lives than ever before (Gompertz, 2019).…”

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

“…While observing contemporary art, awareness of the wider concept is necessary, since this aspect helps us understand the world in which we live. Kemperl (2013) highlights the communication side between us and contemporary art, saying that works of art talk to us about the relation of the artist to himself or herself, to others, and about the relation to the world. The purpose of artworks is to be educational.…”

“…The problems that contemporary works of art contain-on an explicit or implicit basis, on a declarative or symbolic level-are problems that also affect our children and youth. " Through a conversation about contemporary art, the teacher can develop in students the ability to articulate ideas, promote tolerance among peers, and through conversation about the context of the creation of the work of art and about the idea, allow students to recognize the problems of contemporary society (Kemperl, 2013). The importance of interpreting, researching, and expressing ideas within the treatment of contemporary fine art is highlighted by Charman and Ross (2006).…”