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Integrated learning of Mathematics and the English language according to the CLIL method
No full textMatematika je jedan od ključnih predmeta u osnovnoškolskom obrazovanju koji pruža temelje za daljnje obrazovanje. Uvođenje inovativnih metoda u obrazovnome procesu, posebice u području učenja i poučavanja matematike, važno je za poticanje interaktivnosti i angažmana učenika. CLIL, tj. Integrirano učenje sadržaja i jezika (eng. Content and Language Integrated Learning) integrira poučavanje sadržaja s poučavanjem stranog jezika, a sve više dobiva na važnosti zbog poticanja višestrukog jezičnog i konceptualnog razumijevanja. Stoga je u ovom radu slikovnica 123 Dr. Seussa korištena u 1. razredu osnovne škole unutar CLIL metode s zajedničkim ciljem usvajanja brojeva i učenja engleskog jezika. Ovaj rad pruža pregled literature o upotrebi matematičkih slikovnica i prisutnosti CLIL metode u nastavi matematike. Također, prikazana je analiza rezultata kavlitativnog istraživanja s ciljem identificiranja prednosti i izazova primjene matematičke slikovnice u okviru CLIL nastave matematike. Kroz ovaj rad se nastojalo doprinjeti raspravi o primjeni CLIL pristupa u nastavi matematike te pružiti korisne smjernice za nastavnu praksu u kontekstu prisutnosti CLIL-a u osnovnoškolskome obrazovanjuMathematics is one of the key subjects in primary education that provides the foundation for further learning. Introducing innovative methods in the educational process, particularly in the field of teaching and learning mathematics, is important for fostering interactivity and student engagement. CLIL, i.e., Content and Language Integrated Learning, integrates content teaching with foreign language teaching, and is increasingly gaining importance due to its ability to promote multiple linguistic and conceptual understandings. Therefore, in this study, Dr. Seuss’ picture book 123 was used in the 1st grade of primary school within the CLIL method with the common goal of acquiring numbers and learning the English language. This study provides a literature review on the use of matematical picture books and the presence of CLIL method in mathematics teaching. Additionally, an analysis of results of qualitative research is presented with the aim of identifying the advantages and challenges of implementing mathematical picture books within CLIL mathematics teaching. Through this study, an effort has been made to contribute to the discussion on the implementation of the CLIL approach in mathematics teaching and provide useful guidelines for teaching practice in the context of CLIL presence in primary education
Dysfunctional families
No full textTema rada su disfunkcionalne obitelji. Obitelj se može definirati kao osnovna društvena skupina, koja je povezana srodstvom, a koja se temelji na braku i zajedničkom životu užeg kruga srodnika. obitelj je nužna da bi pojedinac izgradio zdrav odnos s okolinom i sa samim sobom. Obitelj se zasniva na ljubavi i privrženosti među članovima koji ju čine. Funkcionalnu obitelj je ona u kojoj se njeguje privrženost i individualnost te međusobna komunikacija, a sukobi se rješavaju kroz dvosmjernu komunikaciju. S druge strane, unutar disfunkcionalnih obitelji prisutan je poremećaj strukture obitelji, kao i poremećaj granica, uloga i vodstva. Takva dinamika obitelji destruktivno djeluje na djecu. Rizična obitelj je ona koja međusobnim odnosima (roditelji, roditelji roditelja ili ostali članovi obitelji) i odnosima prema djetetu stvara nepovoljno emocionalno okruženje koje utječe na njegov razvoj, fiziološko funkcioniranje, tjelesni i emocionalni razvoj. Isto kako je dijete individua za sebe, tako su i njihovi roditelji. Posebnu podršku treba pružiti roditeljima u osjetljivim situacijama koje se događaju u obitelji. Pristup roditelju u takvim situacijama zahtijeva razumijevanje i poštivanje roditelja.The topic of the work is dysfunctional families. A family can be defined as a basic social group, which is connected by kinship, and which is based on marriage and the common life of a close circle of relatives. family is necessary for an individual to build a healthy relationship with the environment and with himself. A family is based on love and affection among its members. A functional family is one in which affection and individuality are nurtured, as well as mutual communication, and conflicts are resolved through two-way communication. On the other hand, within dysfunctional families there is a disruption of the family structure, as well as a disruption of boundaries, roles and leadership. Such family dynamics have a destructive effect on children. A family at risk is one that creates an unfavorable emotional environment with mutual relations (parents, parents of parents or other family members) and relations with the child, which affects his development, physiological functioning, physical and emotional development. Just as a child is an individual for himself, so are their parents. Special support should be provided to parents in sensitive situations that occur in the family. Approaching a parent in such situations requires understanding and respecting the parent
Developmen of Balance in Younger Children
No full textRavnoteža je jedna od najvažnijih motoričkih sposobnosti čovjeka i zato se potrebno njome baviti već u predškolskoj dobi djeteta. U radu se govori općenito o ravnoteži kao motoričkoj sposobnosti i sadržajima za razvoj ravnoteže. Prikazana su neka dosadašnja ispitivanja ravnoteže kod djece predškolske i mlađe školske dobi. Za ovaj diplomski rad provedeno je istraživanje sposobnosti ravnoteže kod djece u dobi od četiri godine kroz vremenski period od tri mjeseca. Istraživanje se provelo na uzorku od 30 ispitanika od čega 13 djevojčica i 17 dječaka. Cilj je bio utvrditi razlike između inicijalnog i kontrolnog mjerenja ravnoteže kod djece. Rezultati koji su dobiveni pokazali su statistički značajne razlike samo u drugom testu dok je u prvom i trećem testu došlo do poboljšanja ravnoteže, ali se nisu pokazale statistički značajnije razlike te je potrebna provjera metrijskih karakteristika na većem broju ispitanika.Balance is one of the most important motor skills, and therefore, it is necessary to engage in it from early childhood. This thesis discusses balance as a motor skill and its developmental contents. Some previous studies on balance in preschool and early school-age children are presented. For this thesis, a study on balance abilities in four-year-old children was conducted over a period of three months. The research was carried out on a sample of 30 participants, including 13 girls and 17 boys. The aim was to determine differences between the initial and control measurements of children's balance. The results obtained showed statistically significant differences only in the second test, while the first and third tests showed improvement in balance but did not demonstrate statistically significant differences, indicating a need for metric characteristic verification in a larger sample size
Attitudes of primary school teachers on the application of ICT technology in primary school
No full textIKT je pronašla svoje mjesto u nastavi. Učiteljice i učitelji danas je mogu koristiti na razne na ine u svim dijelovima sata skoro svakog školskog predmeta. Korištenjem IKT-a u nastavi učenice i učenike potiče se na aktivno sudjelovanje, a učiteljice i učitelji pomažu kada za time ima potrebe. Učenice i učenici su motiviraniji, aktivnije sudjeluju u nastavi, no sjedilački način života i mogućnost ovisnosti o korištenju tehnologije nedostatak je korištenja IKT-a u nastavi. Učiteljice i učitelji trebaju biti digitalno pismeni kako bi prenijeli znanje korištenja IKT-a pritom imaju i na umu sve prednosti i nedostatke korištenja iste. U ovome istraživanju ispitani su stavovi i interesi 115 učiteljica i učitelja razredne nastave na području grada Zagreba o korištenju informacijsko-komunikacijske tehnologije u nastavi s naglaskom na korištenju računala kao predstavnika informacijsko-komunikacijske tehnologije. U istraživanju se 87 % učiteljica i učitelja izjasnilo da svakodnevno koristi računalo u nastavi. Nema razlike u korištenju IKT-a u nastavi između učiteljica i učitelja s radnim stažem do 5 godina i onih koji imaju više od 5 godina radnog staža. Ispitana su i mišljenja o utjecaju IKTa na motiviranost učenica i učenika i kompetentnosti učiteljica i učitelja za korištenje IKT-a u nastavi. Najviše se učiteljica i učitelja (47 %) u potpunosti slaže s tvrdnjom da primjena IKTa u nastavi utječe na razumijevanje sadržaja učenicama i učenicima. Samo se 36,5 % učiteljica i učitelja u potpunosti slaže s tvrdnjom da se smatraju kompetentnima za primjenu IKT-a u svojoj nastavi.Information and communication technologies has found its place in classroom. Teachers can use it in many ways in all parts of school lesson of almost every school subject. By using information and communication technology in classes, students are encouraged to actively participate, and teachers help when it it needed. Students are more motivated, participate more actively in classes, but the sedentary lifestyle and the possibility of dependence on the use of technology is a disadvantage of using information and communication technology in classes. Teachers should be computer and digitally literate to convey the knowledge of using information and communication technology while keeping in mind all the advantages and disadvantages of using it. In this research, the attitudes and interests of 115 classroom teachers in Zagreb were examined regarding the use of information and communication technology in teaching, with an emphasis on the use of computers as a representative of information and communication technology. In the survey 87% of teachers declared they use computer in class every day. There is no difference in the use of ICT technology in teaching between teachers with up to 5 years of work experience and those with more than 5 years of work experience. Opinions on the impact of ICT on student motivation and competence for using ICT in teaching were also examined. The majority of teachers (47%) fully agree with the statement that the use of ICT in teaching affects students' understanding of content. Only 36,5% of teachers fully agree with the statement that they are considered competent to use ICT in their teaching
Microbreaks in primary education
No full textKao što je poznato, razvijanjem tehnologije, postizanjem različitih tehnoloških inovacija za mnogobrojna zanimanja i poslove uvelike se olakšao rad ljudi. Osim toga mnogobrojnim tehničkim napravama, računalima, igricama pa i društvenim mrežama stvoren je sve češći oblik razonode za odrasle, ali i djecu. Koliko god nas je ta tehnologija unaprijedila, olakšala na komunikaciju i obavljanje ljudskih djelatnosti dijelom je postigla i negativan učinak na čovjeka. Upravo o tom negativnom utjecaju nekad i premalo govorimo, posebno onom koji se odražava na djecu. Kod djece je sve češći oblik provođenja slobodnog vremena uz računala, televizore i igrice. Djeca današnjice sve manje biraju oblik zabave i slobodnog vremena vani na igralištima, u druženju s vršnjacima, boravak u prirodi, društvenim igrama, odlaskom na sportske aktivnosti što umanjuje njihovu aktivnost, loše utječe na motoričke sposobnosti, pokretljivost, ali i na zdravlje. Sve više su izložena sjedilačkom načinu života jer budući da velik dio dana provedu u školi sjedeći, slušajući i obavljajući monotone radnje. Kako bi se to promijenilo važan je roditeljski utjecaj, ali i utjecaj učitelja na njih svojim primjerom, savjetima i kontrolom. Poticanjem tjelesne aktivnosti pozitivno utječu na psihičko i fizičko zdravlje djeteta. Također, mnogobrojna su istraživanja dokazala kako bilo kakav oblik tjelesne aktivnosti ima pozitivan učinak na učenje, pamćenje, koncentraciju i uspješnost u školi. U učionici je česta pojava umora od monotonih satova, pojava zijevanja, pada koncentracije i gubitak pažnje kod učenika. Da bi se ta pojava spriječila poželjno je provoditi aktivnosti i sadržaje koji integriraju učenje i pokret. Sjajan organizacijski oblik rada jesu mikropauze koje se na različite načine uspijevaju povezati s nastavnim sadržajem koji se poučava. Mikropauze ili tjelesno aktivne pauze oblik su aktivnog odmora koji se primjenjuje u nastavi kako bi se spriječio rast umora, doprinose većem kretanju djece, mogu olakšati usvajanje sadržaja određenog predmeta. Cilj istraživanja ovoga rada je provjeriti može li mikropauza biti prediktor uspješnosti na satu Prirode i društva. Istraživanje se provelo u dva druga razreda osnovne škole. Jedan je razred imao nastavu Prirode i društva s mirkopauzom, dok je drugi razred imao nastavu Prirode i društva bez nje. Prema provedenim testiranjima utvrdilo se da ne postoji statistički značajna razlika u ukupnom broju bodova na provjeri znanja dvaju nastavnih sadržaja između dva razreda, odnosno razred u kojem se održavala mikropauza na satovima prirode i društva nije postigao statistički značajno bolje rezultate kako se očekivalo na početnom dijelu istraživanja. Također nije potvrđena statistički značajna razlika između dva razreda u percipiranom znanju, zainteresiranosti i razumijevanju, odnosno razred u kojem je održana mikropauza za vrijeme sata Prirode i društva nije postigao statistički značajno više samoprocjene na svim varijablama kao što je očekivano na početku.As it is known, with the development of technology and the achievement of various technological innovations, the work of people in many professions and jobs has been greatly facilitated. In addition, numerous technical devices, computers, games, and social networks have created an increasingly common form of recreation for adults and children alike. As much as this technology has advanced us and made communication and human activities easier, it has also had a negative impact on humans to some extent. We often speak too little about this negative influence, especially the one that affects children. For children, spending leisure time with computers, televisions, and games is becoming increasingly common. Today's children are less likely to choose forms of entertainment and leisure time outdoors on playgrounds, socializing with peers, spending time in nature, playing board games, or participating in sports activities, which reduces their activity levels, negatively affects their motor skills, mobility, and health. Children are increasingly exposed to a sedentary lifestyle because a large part of their day is spent sitting in school, listening, and performing monotonous tasks. In order to change this, parental influence is important, as well as the influence of teachers on them through their example, advice, and supervision. By promoting physical activity, they positively affect the mental and physical health of the child. Moreover, numerous studies have proven that any form of physical activity has a positive effect on learning, memory, concentration, and academic success. In the classroom, fatigue from monotonous hours, yawning, decreased concentration, and loss of attention among students are common occurrences. To prevent this phenomenon, it is desirable to implement activities and content that integrate learning and movement. A great organizational approach are micro-breaks that can be integrated into teaching content in various ways. Micro-breaks, or physically active breaks, are a form of active rest applied in teaching to prevent the growth of fatigue, contribute to greater movement of children, and can facilitate the acquisition of content in a particular subject. The aim of this study is to examine whether microbreaks can predict success in the Nature and Society class. The research was conducted in two second-grade classes of elementary school. One class had Nature and Society lessons with micro-breaks, while the other class had Nature and Society lessons without them. According to the conducted tests, it was found that there is no statistically significant difference in the total number of points on the knowledge assessment of the two teaching contents between the two classes. In other words, the class where micro-breaks were held during Nature and Society classes did not achieve statistically significantly better results as expected at the beginning ofthe study. Also, there was no statistically significant difference confirmed between the two classes in perceived knowledge, interest, and understanding. In other words, the class where a micro-break was held during the Nature and Society class did not achieve statistically significantly higher self-assessment scores on all variables as expected at the beginning
Proper nutrition of preschool age children
No full textGlavni čimbenik koji osigurava pravilan rast i razvoj djeteta jest primjerena prehrana. Djeci predškolske dobi potrebna je raznovrsna hrana bogata nutrijentima odnosno ugljikohidratima, bjelančevinama, mastima, vitaminima mineralima i vodom. Kvaliteta prehrane važan je čimbenik koji doprinosi optimalnom zdravlju i prevenciji kroničnih bolesti. Posljednjih desetljeća povećao se broj prekomjerne težine i pretilosti među djecom. Neka istraživanja upućuju na to da je prekomjernu tjelesnu težinu i pretilost koje rezultiraju u predškolskoj dobi teško preokrenuti i da su povezani s mnogim ozbiljnim zdravstvenim komplikacijama i povećanim rizikom od prerane bolesti i smrti u odrasloj dobi. Istraživanje provedeno u ovom radu pokazalo je da roditelji djece predškolske dobi od 2 do 6 godina brinu o zdravim prehrambenim navikama svoje djece. Iako neka djeca konzumiraju voće i povrće rjeđe nego što se to preporučuje, većina djece jede uravnotežene, zdrave i nutrijentima bogate obroke. Većina djece ostvaruje 180 i više minuta tjelesne aktivnosti dnevno što je dodatni poticaj usvajanju zdravih životnih navika.The main factor that ensures proper growth and development of a child is adequate nutrition. Preschool children need a variety of food rich in nutrients, i.e. carbohydrates, proteins, fats, vitamins, minerals and water. The quality of nutrition is an important factor that contributes to optimal health and prevention of chronic diseases. In recent decades, the number of overweight and obesity among children has increased. Some research suggests that overweight and obesity that result in preschool are difficult to reverse and are associated with many serious health complications and an increased risk of premature disease and death in adulthood. The research conducted in this paper showed that parents take care of their children's healthy eating habits. Although some children consume fruits and vegetables less often than recommended, most children eat balanced, healthy and nutrient-rich meals. Most children achieve 180 or more minutes of physical activity per day, which is an additional incentive to adopt healthy lifestyle habits
Color In The Art Work Of Preschool Children
No full textDjeca se kreću likovno izražavati od rane dobi te u svom likovnom stvaralaštvu prolaze kroz razne faze. Kako bi vremenom obogatili svoje likovne radove i kako bi napredovali bitno je da oko sebe imaju poticajnu okolinu, da prikupljaju iskustva i uče o novim spoznajama. BItno je kod djece razviti maštu i kreativnost. Djeca bojom i crtežom mogu iskazati ono što možda ne znaju reći pa je bitno pratiti djetetovo umijeće i kako se ono izražava kroz umjetnost. Cilj rada je istražiti na koji način se djeca predškolske dobi izražavaju bojom u likovnim radovima te koja je uloga i značenje boje u dječjem stvaralaštvu i kako ih primjenjuju u svojim fazama, te da li su boje povezane s njegovim emocijama. U radu se govori o tome što su boje, kako su ih i znanstvenici definirali i podijelili i koja su osnovna svojstva boja. Detaljnije ćemo objasniti subjektivne boje i njihovo emocionalno djelovanje. U radu objašnjene su slikarske tehnike koje se najčešće koriste u vrtiću i koje djeca koriste u svom likovnom radu. Kod pojedine djece dolazilo je do primjećivanja stalnog korištenja istih boja koje smo povezali s teorijski dijelom i u radu priloženi su likovni radovi. Kroz artikulaciju likovnih aktivnosti prikazana je njihova provedba te koje metode odgojitelji mogu provoditi u radu s djecom. Navedeni su i objašnjeni motivi koji su također važni za dječje likovno stvaralaštvo. I na kraju rada objasnit ćemo kakvu smo aktivnost proveli s djecom u vrtiću, koje smo metode za to koristili, koju tehnike, pribor, koliko je trajao interes djece te su priloženi likovni radovi.Children begin to express themselves artistically from an early age and go through various stages in their artistic creation. In order to enrich their artistic works over time and to progress, it is important that they have a stimulating environment around them, that they gather experiences and learn about new knowledge. It is important to develop imagination and creativity in children. Children can use color and drawing to express what they may not know how to say, so it is important to follow the child's skills and how they are expressed through art. The aim of the work is to investigate how preschool children express themselves with color in their artwork, and what is the role and meaning of color in children's creativity and how they are used in their stages, and whether colors are related to their emotions. We will show some works with everyday situations and children's way of life. It is important to direct the child to the use of colors in expression. In this final paper, we will talk about what colors are, how certain writers and scientists defined and divided them, what are the basic properties of colors, and how the German physicist Ostwald divided pure colors into circles. We will explain subjective colors and their emotional effects in more detail. We will list painting techniques that are most often used in kindergarten and that children use in their art work. According to earlier observations, some children used to constantly use the same colors, and we started to connect this theoretically with real life. life situations and based on that an interesting research was done. We will go through the articulation of art activities, their implementation, and what methods educators can use in working with children, as well as motives that are also important for children's art creation. And at the end of the work, we will explain what kind of activity we did with the children in the kindergarten, what methods we used for it, what techniques, accessories, how long the children's interest lasted, and the art works are attached
Natural Science As Inspiration For Artistic Activities In Kindergarten
No full textOvaj se rad bavi tematikom likovnih aktivnosti koje su inspirirane prirodoslovljem, a koje su provedene s djecom na znanstvenom sajmu MUZZA. MUZZA je udruga koja se bavi organizacijom za popularizaciju znanosti, tehnologije, kulture, edukaciju i održivi razvoj društva. Kroz organizaciju događaja poput MUZZ– e djeci se omogućava približavanje znanosti i tehnologije na interaktivan i pristupačan način, te poticanje znatiželje i maštovitosti. Na III. MUZZA tjednu znanosti jedan od partnera koji su sudjelovali bio je Učiteljski fakultet u Zagrebu. Kroz taj događaj s djecom predškolske i školske dobi provedeno je osam likovnih aktivnosti. Provedene su pod nazivom “Stol prirodoslovca” gdje je u suradnji s profesorima i studentima oblikovan ambijent poput stola prirodoslovca. “Stol prirodoslovca” predstavljen je kao kolekcija raznih preparata, uzoraka, pribora i alata koji su osmišljeni kao poticaji za djecu. Likovne aktivnosti koje su provedene u sklopu ;,Stol prirodoslovca” obuhvaćaju crtačke, slikarske i kiparske likovne tehnike. Likovne aktivnosti su osmišljene na način kako bi se djeci i mladima kroz likovnu umjetnost omogućilo da budu u neposrednom doticaju s prirodom. Djeci su omogućeni taktilni, vizualni te audio podražaji kako bi ih se što više zainteresiralo za prirodoslovlje i prirodne znanosti, te potaknulo na likovno stvaralaštvo. Likovna umjetnost je od samog početka inspirirana elementima iz prirode što možemo vidjeti kod brojnih umjetnika, te se samim time ističe kako su priroda i prirodne znanosti važan čimbenik u likovnom stvaralaštvu.This paper deals with the subject of art activities inspired by natural science, which were carried out with children at the MUZZA science fair. MUZZA is an association that deals with the organization for the popularization of science, technology, culture, education and sustainable development of society. Through the organization of events such as MUZZA, children are enabled to approach science and technology in an interactive and accessible way and stimulate curiosity and imagination. On 3rd MUZZA science week, one of the participating partners was the Faculty of Teacher Education in Zagreb. Through this event, eight art activities were carried out with children of preschool and school age. They were held under the name "Naturalist's Table" where, in cooperation with professors and students, the environment was shaped like a naturalist's table. The "Naturalist's Table" is presented as a collection of various preparations, samples, accessories and tools designed as incentives for children. Art activities carried out as part of the "Naturalist's Table" include drawing, painting and sculpture art techniques. Art activities are designed in such a way as to enable children and young people to be in direct contact with nature through art. Children are provided with tactile, visual and audio stimuli in order to make them more interested in natural history and natural sciences, and encourage them to create art. From the very beginning, fine art has been inspired by elements from nature, which we can see in numerous artists and thus it stands out that nature and natural sciences are an important factor in fine art creation
The impact of music on students with ADHD
No full textPoremećaj pozornosti s hiperaktivnošću, odnosno ADHD, jest neurobiološki poremećaj koji karakteriziraju poteškoće s pažnjom, nemogućnost održavanja usmjerene pozornosti te hiperaktivnost i impulzivnost, što često utječe na svakodnevni život i akademski uspjeh pojedinaca. S obzirom na to da raste broj učenika i djece kojima je dijagnosticiran poremećaj pozornosti s hiperaktivnošću, nužna postaju istraživanja intervencija za poboljšanje njihove koncentracije i pažnje, kao i smanjenje hiperaktivnog i impulzivnog ponašanja. Cilj ovog rada jest prikazati i opisati dosadašnja provedena znanstvena istraživanja koja ispituju utjecaj glazboterapije na učenike kojima je dijagnosticiran ADHD. Osim prikaza povijesnog razvoja i simptoma ADHD-a, u ovom će se radu objasniti pojam glazboterapije te povijest, metode i pristupi iste. Pomoću prikaza istraživanja navest će se i opisati različiti glazbeni elementi koji kod učenika mogu poboljšati koncentraciju, smiriti pretjeranu aktivnost, hiperaktivnost i impulzivnost, utjecati na bolje vladanje vlastitim emocijama te na povećanje samopouzdanja i samopoštovanja. Ovaj rad će pružiti temelje za bolje razumijevanje uloge glazbene terapije u svakodnevnom životu učenika s ADHD-om te potaknuti daljnja istraživanja o spomenutoj temi.Attention Deficit Hyperactivity Disorder, or ADHD, is a neurobiological disorder characterized by difficulties with attention, inability to maintain focused attention, hyperactivity, and impulsivity, which often affect daily life and academic success. Given the increasing number of students and children diagnosed with ADHD, research into interventions to improve their concentration and attention, as well as reduce hyperactive and impulsive behavior, becomes essential. The aim of this paper is to present scientific studies examining the impact of music therapy on students diagnosed with ADHD. In addition to presenting the historical development and symptoms of ADHD, the concept of music therapy will be explained along with its history, methods, and approaches. Through the review of research, various musical elements that can improve concentration, calm excessive activity, hyperactivity, and impulsivity in students, influence better emotional regulation, and increase self-confidence and self-esteem will be described. This paper will provide a foundation for a better understanding of the role of music therapy in the daily lives of students with ADHD and encourage further research on the topic
Researching the gratage technique in fine art expression and creation in primary education
No full textCilj rada jest otkriti mogućnosti koje nudi tehnika grataž u likovnom izražavanju i stvaranju učenika primarnog obrazovanja. Grataž kao likovna tehnika ne nalazi se u kurikulumu za likovnu kulturu učenika primarnog obrazovanja kao preporučena tehnika za ostvarivanje odgojno-obrazovnih ishoda. Iako se u školama grataž najčešće izvodi pastelom te crnim tušem i crnom temperom, u ovom radu prikazani su različiti pristupi tehnici. Rad se sastoji od dva dijela: teorijskog i praktičnog. Teorijski dio bavi se prvom pojavom tehnike grataž te njezinim pojmovnim određenjem. Praktični dio prikazuje pet nastavnih jedinica. U svakoj nastavnoj jedinici prikazan je različit pristup tehnici. U prvoj nastavnoj jedinici izvedenoj u prvom razredu prikazan je već spomenuti način izvođenja tehnike, ujedno i grataž koji se najčešće izvodi u školama, a to je pastela kao prvi sloj i mješavina crne tempere i crnog tuša kao gornji pokrov. U drugoj nastavnoj jedinici mijenja se boja tempere i tuša, umjesto crne koristi se plava tempera i plavi tuš. Za treću nastavnu jedinicu korišten je papir u boji na koji se nanosio prozirni vosak, a gornji pokrov činila je mješavina crne tempere i crnog tuša. U četvrtoj i petoj nastavnoj jedinici prikazana je mogućnost kombiniranja tehnike grataž s drugim likovnim tehnikama. U četvrtoj nastavnoj jedinici grataž je poslužio kao pozadina slikarskoj tehnici akvarel. U petoj nastavnoj jedinici kombinirane su tri likovne tehnike, gdje su slikarske tehnike akvarel i pastel korištene za prikaz pozadine dominantnom dijelu djela grataž. Za izvedbu svih nastavnih jedinica bilo je potrebno 90 minuta, odnosno dva školska sata. Izbor motiva u potpunosti je slobodan, nastavne jedinice izvođene su prema promatranju, nakon promatranja, prema zamišljanju i prema izmišljanju. Većini učenika to je bio prvi doticaj s likovnom tehnikom grataž. U radu je izdvojeno 15 učeničkih radova na kojima je napravljena tematska, likovnojezična, likovno-tehnička i analiza obilježja kreativnog mišljenja. Rezultati rada, u ovom slučaju učenički radovi, prikazali su snalaženje većine učenika u tehnici kao i njihovo zanimanje za tehniku te pozitivan utjecaj na njihovo likovno izražavanje i stvaranje.The aim of this paper is to explore the possibilities offered by the technique of sgraffito in the artistic expression and creation of primary education students. Sgraffito as an art technique is not included in the curriculum for visual culture for primary education students as a recommended technique for achieving educational outcomes. Although sgraffito is most often executed in schools using pastels, black ink, and black tempera, this paper presents various approaches to the technique. The paper consists of two parts: theoretical and practical. The theoretical part deals with the first appearance of the sgraffito technique and its conceptual definition. The practical part presents five teaching units. Each teaching unit showcases a different approach to the technique. In the first teaching unit, conducted in the first grade, the aforementioned method of execution is presented, which is also the sgraffito most commonly performed in schools, with pastel as the first layer and a mixture of black tempera and black ink as the top cover. In the second teaching unit, the color of the tempera and ink is changed, using blue tempera and blue ink instead of black. For the third teaching unit, colored paper was used, on which transparent wax was applied, and the top cover consisted of a mixture of black tempera and black ink. The fourth and fifth teaching units demonstrate the possibility of combining the sgraffito technique with other art techniques. In the fourth teaching unit, sgraffito served as the background for the aquarelle painting technique. In the fifth teaching unit, three art techniques were combined, where aquarelle and pastel techniques were used to depict the background of the dominant part of the sgraffito. Each lesson took 90 minutes to complete, which is equivalent to two school periods. The choice of motifs was entirely open, with teaching units conducted based on observation, imagination, and invention. For most students, this was their first encounter with the sgraffito art technique. The paper showcases 15 student works, which were analyzed thematically, visually-linguistically, technically, and for characteristics of creative thinking. The results of the work, in this case, student works, demonstrated the majority of students proficiency in the technique, their interest in the technique, and its positive impact on their artistic expression and creation