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Metodika nastave likovne kulture: Komunikacijski učinak umjetnosti: analogija i naracija
No full textOvaj diplomski rad bavio se poticanjem kreativnosti i samoupravljanja kod učenika te nelinearnog razmišljanja tijekom nastavnog procesa likovne kulture i drugih predmeta koji se bave osobnim izražavanjem učenika. Pomoću primjene metoda naracije i analogije u neposrednoj nastavi, istraživalo se kako se razlikuju i koliko su slični kraj osnovnoškolskog i srednjoškolskog obrazovanja, s naglaskom na nade i snove samih učenika. Svrha istraživanja proizašla je iz uočenog problema u dosadašnjoj nastavi, a to je nedostatak poveznica između osobnog svijeta učenika (emotivni svijet, svijet imaginacije te različite vrste znanja) i njihovog obrazovanja. Taj se problem odražava u raznim aspektima konstrukcije našeg društva u kojemu se očekuje cjeloviti rast, ali poučava se suprotno. Marginaliziraju se emocije i ne potiče se osjećaj pripadnosti zajednici te suosjećanje. Školska zajednica ne pruža dovoljno motivacijskih poticaja za same učenike. Oni nisu dovoljno emotivno povezani s nastavnim sadržajem, a time i sa samom svrhom obrazovnog procesa pa im je potrebno omogućiti osobnu poveznicu s vizijom budućnosti. Stoga je cilj ovog diplomskog istraživanja bio pronalaženje vlastite niše, odnosno sigurne zone, pomoću analogije vlastitoga bića s nekom pojavom iz svijeta, promišljanje o istom stvarajući vlastiti narativ te osvještavanje osobne emotivne povezanosti s određenom pojavom u svrhu boljeg razumijevanja i zdravijeg pristupa vlastitom identitetu. To je postignuto prepoznavanjem vlastitog načina izražavanja, percepcije stvarnosti, prihvaćanja i razumijevanja tuđeg kao nošenja s izazovima suvremenog društva te jasnije vizije vlastite budućnosti. Istražene su sličnosti i razlike kraja osnovnoškolskog i srednjoškolskog obrazovanja, s naglaskom na očekivanja samih učenika. Istraživanje je provedeno komparativno između osmog razreda osnovne škole i četvrtog razreda srednje škole te akcijskim istraživanjem u tri koraka. Rezultatima istraživanja odgovoreno je na sljedeća istraživačka pitanja: 1) Kako je primjenom analogije moguće potaknuti kreativnost, izražavanje i samoostvarenje učenika? 2) Kako primjena analogije i naracije potiče introspekciju? 3) Kako primjena analogije i naracije potiče aktivni pristup prema budućem životu? Pretpostavilo se da će učenici steći generičke kompetencije samoupravljanja i postizanja vlastite cjelovitosti osobnosti u skladu s inherentnom ravnotežom pojedinca i društva. Rezultati istraživanja potvrdili su pretpostavke te ukazali na to da je češćom upotrebom naracije i analogije kao metodama za poticanje kreativnosti moguće potaknuti učenike na kvalitetnu nelinearnu introspekciju, odnosno na kreativno, nelinearno istraživanje identiteta i svijeta, za što je trenutačno u obrazovnom sustavu ostavljeno jako malo prostora.This thesis dealt with the encouragement of creativity and self-management in students and non-linear thinking during the teaching process of art and other subjects that deal with personal expression of students. Using the method of narration and analogy in the classroom environment, it was investigated how the end of primary and secondary education differ and resemble, with an emphasis on the hopes and dreams of the students themselves. The purpose of the research arose from the observed problem in teaching so far, and that is the lack of connection between the personal world of students (emotional world, the world of imagination and different types of knowledge) and education. This problem is reflected in various aspects of the construction of our society in which overall growth is expected but taught the opposite. Emotions are marginalized and the feeling of belonging to the community and compassion are not encouraged. The school community does not provide enough motivational incentives for the same students. Students themselves are not emotionally connected enough with the teaching content and the very purpose of the educational process, but they need to be able to make a personal connection with the vision of the future. Therefore, the aim of this graduate research was to find one's own niche or safe zone using analogies of one's own being with a phenomenon from the world, thinking about the same creation of one's own narratives, awareness of personal emotional connections with a certain phenomenon for better understanding and healthy approach to one's identity. This is achieved by recognizing one's own way of expression, perception of reality, acceptance and understanding of others as dealing with the challenges of modern society, and a clearer vision of one's own future. The similarities and differences of the end of primary and secondary education were investigated, with an emphasis on the expectations of the students themselves. The research was conducted comparatively between the eighth grade of primary school and the fourth grade of secondary school, and the action research in three steps. The results of the research answered the following research questions: 1) How is it possible to encourage creativity, expression and selfrealization of students by applying the analogy? 2) How does the application of analogy and narration stimulate introspection? 3) How does the application of analogy and narration encourage an active approach to future life? It was assumed that students would acquire generic competencies of self-management and achieve their own personality integrity in accordance with the inherent balance of the individual and society. 5 The results of the research confirmed the assumptions that, by more frequent use of narration and analogy as a method to encourage creativity, it is possible to encourage students to quality nonlinear introspection or creative, nonlinear research of identity and the world, for which very little space is left in the education system
Metodika nastave likovne kulture: Vizualizacija puta u odraslost: interpretacija teme u mediju grafike
No full textIstraživanje u ovom diplomskom radu temeljilo se na proučavanju stavova, želja, mogućnosti i načina vizualizacije bliže ili daljnje budućnosti likovnih radova učenika srednje umjetničke škole. Cilj je bio istražiti mogućnosti učeničkih utjecaja na odluke koje donose te njihovu svjesnost i odgovornost u oblikovanju istoga. Problem koji je bio polazište ovog istraživanja je taj što učenici srednjoškolskog uzrasta ne razmišljaju dovoljno o budućnosti i o tome kako oni mogu utjecati na nju. Učenici drugoga razreda srednje škole (15 – 16 godina) na pragu su odraslosti te trebaju početi razmišljati o eventalnom budućem fakultetu, zapošljavanju i ostalome što ulazi u tzv. život odraslih. Bez planiranja navedenoga učenici postaju izgubljeni te donose ishitrene odluke jer ne razmišljaju dugoročno. Cilj istraživanja je bilo potaknuti učenike na promišljanje o svojim odlukama koje će utjecati na njihovu budućnost, osvještavanje mogućnosti slobodnog odabira želja i prilika u njihovu samoostvarenju. Istraživačka pitanja na koja se pokušalo odgovoriti rezultatima istraživanja bila su: 1) kako učenike potaknuti na vizualiziranje bliže ili daljnje budućnosti ovisno o njihovim željama i sposobnostima te 2) na koji način učenici promišljaju i vizualiziraju budućnost. Sprovedeno je akcijsko istraživanje u tri koraka. U prvom koraku učenici su istraživali svoje želje i mogućnosti za planiranje budućnosti te su navedeno izvodili na likovnom radu kroz izradu vlastitoga žiga. U drugom koraku učenici su radili vizualni prikaz za otiskivanje matrica na majice dok se treći korak odnosio na evaluaciju postignutih rezultata. Rezultati istraživanja pokazali su da su učenici počeli promišljati o budućnosti te ostvarili jasniju predodžbu istoga. Uspješno su potaknuti na planiranje budućnosti i promišljanje o njoj te su stvorili predodžbu o vlastitim mogućnostima vizualne interpretacije budućnosti. Na taj način su se učenici aktivno uključili u planirano odrastanje.The research in this thesis is based on the study of attitudes, desires, possibilities and ways of visualizing the near or distant future of art works of high school art students. The aim was to explore the possibilities of student influences on the decisions they make and their awareness and responsibility in shaping it. The problem that was the starting point of this research is that high school students do not think enough about the future and how they can influence it. Second grade high school students (15-16 years old) are on the threshold of adults should start thinking about a possible future college, employment and other things that go into the so-called. adult life. Without the planning of the mentioned students, the students lost and make hasty decisions because they do not think long-term. The aim of the research was to encourage students to think about their decisions that will affect their future, to become aware of the possibilities of free choice of desire and the possibilities in their self-realization. The research questions that were tried to answer the results of the research were: 1) how to encourage students to visualize the near or distant future depending on their desires and abilities, and 2) how students think and visualize the future. An action survey was conducted in three steps. In the first step, the students researched their wishes and possibilities for planning for the future and performed the above on the artwork through the creation of their own stamp. In the second step, the students worked on a visual display for printing the matrix on T-shirts, while the third step refers to the assessment of the achieved results. The results of the research showed that the students started to think about the future, which they achieved a clearer idea of the same. They were successfully encouraged to plan for the future and think about it, and they created an idea of their own possibilities of visual interpretation of the future. In this way, students are actively involved in the planned upbringing