Spodbudno, odprto in inovativno učno okolje kulturno-umetnostne vzgoje

Abstract

V prispevku opredeljujemo spodbudno, odprto in inovativno učno okolje kot sintezo strukturnih ter procesnih elementov kakovosti, ki se pomensko vzpostavljajo, razvijajo in zagotavljajo v dialogu vseh vključenih v učečo se skupnost v kulturno-umetnostni vzgoji (KUV) v vrtcih ter šolah. V prispevku povezujemo razvoj zagotavljanja spodbudnega učnega okolja z opredelitvijo spodbudnega, odprtega in inovativnega učnega okolja. Šolsko kulturo, klimo in skupnost umeščamo v funkcijo osrednjega konteksta in vira (spodbudnega) učnega okolja, učno okolje pa izpostavljamo kot prostor in priložnost za organizacijo umetniške izkušnje, intuicije, uvida in doživljanja. Pri tem pripoznavamo dokumentiranje kot izkustveno-metakognitivno platformo pedagoških odločitev v kulturno-umetnostni vzgoji.

The Case of Redesigning the Curricula of Preschool Education Study Programme

“…Nevertheless, an appropriately structured and stimulating learning environment, provided by the HEI and the HE teacher, within the framework of structural and procedural conditions, is the central context and space of education. It contains the anthropological-cultural as well as the specific institutional characteristics of a given environment, which are intentionally organised (starting from knowledge of the characteristics of the quality of the learning environment) and often intuitively provided (Rutar et al, 2022). A supportive learning environment is therefore characterised by appropriate material conditions and social interactions.…”

“…A supportive learning environment is therefore characterised by appropriate material conditions and social interactions. At the same time, the innovative learning environment that we aim to provide in order to respond successfully to students' learning needs also goes beyond convergent ways of planning, delivering and evaluating the pedagogical process (Rutar et al, 2022).…”