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Integration of fine art and dance by drawing with light
Get PDFIn my dissertation we explored the visible traces of dance, which can be shown through the
technique of light drawing. We reviewed the theoretical basis for the creation of authorial
works, reference works; we also present the technique in which I created.
The essence of the research is the connection between artistic creation, music and dance. We
were interested in how dance and music are reflected through the technique of light drawing,
whether it is possible to deduce from it that it is a dance. In addition, we were interested in how
different genres of music and dance differ in light drawing. We followed my observations in
the creation and presented them.
We analysed the final works and found that the information of the dance is not evident from
the light drawings, even though dance is the basis for the creation of light drawings. Music can
be the background, but it can also be a motif for creating (the use is interesting in both ways).
Different genres of music allow different artistic experience, as they differ in how much
freedom is allowed in a particular genre
Role of comics in the educational process
Get PDFIn the theoretical part of the thesis, I focused on the concept of comics and explore the role and use of comics in the pedagogical process. In the practical part, I provided a practical product: an original comic, combining my own interpretation of a given topic in the field of art theory and the desire to enrich a textbook for educational purposes.
In the first part of the thesis, I start with the definition of comics, a brief historical background, and the concept of educational comics. Then comes the section in which I confront the questions that answer the problem of the thesis: What are the advantages of using comics in the learning process? Why use comics in the pedagogical process? In the following chapters I explore the topic of comics in the pedagogical process, the advantages, and disadvantages of using them, the role of comics as a teaching tool, their use in and outside the curriculum, and definition of comics as equivalent to literature. I conclude the theoretical section by asking: What is the current state of the use of comics in the pedagogical process? In this chapter, I discuss the current state of comics in the Slovenian environment and its future. In the second part of the thesis, I present an original comic, created for use in a textbook for art theory from the 1st to the 4th year of art high school. I introduce its purpose and aim, the conceptual design, the creation of the main characters, the process and techniques of making the comic, and finally I display an evaluation of the production of the original comic.
Based on the theoretical knowledge in the first section and the evaluation of the original comic, we can conclude, that the comic is struggling to find its way to recognition. While elsewhere in the world, comics have long been recognized as an equivalent teaching tool, here, they are still considered as inferior literature. The aim and objective of this thesis is to show the advantages of introducing comics in the pedagogical process, which would place comics on an equal footing not only in the field of art, but also as a pedagogical and learning tool
Punishment in kindergarten
Get PDFThe diploma thesis consists of theoretical and empirical part. In the theoretical part, I first briefly defined preschool education. In a separate chapter, I also specifically defined punishment, its causes and objectives. Later on I divided the punishment into mental, physical and other forms of punishment. In the next chapter, I explored the position of the child in our recent past and today. I was figuring out how children were punished in the past and how they are today. To explain why the situation of children today is different than in the past, I have dedicated a few words to the Convention on the Rights of the Child and other laws, which are undoubtedly the reason for the main improvement in the social situation of children today. I found out that punishment is closely related to education, so I described all three educational styles and explored the presence of punishment within them. I devoted the last chapter entirely to the role of the preschool teacher in the kindergarten, where I described how the educator successfully takes educational action and in what way and when he can use punishment. The empirical part includes a partially structured interview with six graduate preschool teachers. I interpreted the results of the interview according to the research questions. I was interested in how well preschool teachers know the means of prevention, how to define punishment and how often they use this means of education. In conclusion I was also interested in what punishment actually looks like in practice, and if, according to the preschool teachers, anything has changed
Adapting science textbooks for students with specific learning difficulties and intellectual disabilities through augmented reality
Get PDFRecently, there has been an increased interest in researching Slovenian textbooks in the field of education. There are still many unexplored subject areas, as not much research has been done in this field in Slovenia. With the modern technological achievements, technology has also entered the schools. The use of technology in the learning process leaves positive and lasting traces in terms of students' knowledge, motivation and cooperation. Technology and textbooks can be connected, for example, a textbook can be updated with augmented reality, leading to a deeper understanding of the subject, enrichment of the content taught in textbooks, and an upgrade of our usual teaching methods.
The main focus of my reaserch was to show, through a practical example, how teachers can update a science textbook with augmented reality to adapt it for students with specific learning difficulties and students with mild intellectual difficulties. With this research, we aimed to investigate the usefulness of augmented reality in optimizing textbooks for students with specific learning difficulties and mild intellectual difficulties, to evaluate the usefulness of the created teaching materials, and also to obtain the opinion of teachers, special and rehabilitation educators, about adding augmented reality in the classroom with the above group of students. The research included both descriptive and casual non-experimental methods. We conducted both qualitative and quantitative research. In addition, the information was collected using a survey and the samples were non-random and purposive. The sample includes 56 biology or science teachers, 43 special and rehabilitation educators who provided additional professional help, 17 special and rehabilitation educators teaching in adapted programs with lower educational standards, and 3 school proffesionals who provided additional professional help (biology and science teachers) from across Slovenia. The results show that most of the respondents consider the use of augmented reality in the education of children with specific learning difficulties and mild intellectual difficulties useful, as it makes it easier for teachers to adapt the teaching content and consequently work with these students. The results also show that teachers and special and rehabilitation educators are not entirely sure about using augmented reality in their classrooms in the future. The results show that the willingness to use this technology in their work depends mainly on their years in the profession and less on the educational program in which they work. Encouragingly, respondents were more positive than negative about using augmented reality to adapt science textbooks
Evolution theory in upper secondary school textbooks
Get PDFEvolution is one of the most important topics in Biology since it connects all other biology topics among themselves. Because of its complexity, it is often misunderstood. Even though it is a unifying theme, it is often taught separately from other topics, which can be one of the factors for misunderstanding among students. Evolution is taught in ninth grade of primary school and in third year of secondary school. While learning about evolution, students rely on textbooks, which are an important source of information for them. Unfortunately, however, textbooks are also sometimes triggers for misunderstandings. This thesis provides analysis of currently approved Slovenian textbooks for gymnasium and their influence on misunderstandings of the evolution. The Analysis was conducted with FACE evolution framework. The findings of our research show that textbooks differ in range of pages which are devoted to evolution, number of FACE evolution framework categories, number of visualising elements and number of tasks and questions for revision. The findings of this research show that FACE categories are not equally important to all authors. Moreover, evolution is presented on numerous examples of organisms, however the vast majority of those are based on animals who have their habitat also in Slovenia. Analysed examples primarily show how organism gain certain characteristics which enables their adaptations and survival
Between the figurative and the abstract in painting
Get PDFThis thesis focuses on the theoretical and practical levels of art and explores the field between the figurative and the abstract in painting.
In my theoretical part I first focused on abstract art. I defined the concept of abstraction and abstract painting by drawing on various texts of artists and theorists. I analysed and presented various processes of creating abstract art. My main focus was the process of abstraction which takes place at the perceptive and formative levels and entails representation and creation. I also focused on types of abstract paintings. I was particularly interested in the differences between figurative and non-figurative (non-objective) abstract paintings. I precisely defined the development of abstraction in painting. Then, I focused on explanation of figurative art. Clearly explaining abstract and figurative art led me to the main topic of my thesis - I focused on different artists such as Cecily Brown and Willem de Kooning. The analysis of artworks which moves between the figurative and the abstract in painting enabled me to have a more detailed and comprehensive insight into the topic of the thesis.
In my practical part I created a cycle of paintings that connect to the field of figurative and abstract art.
The main purpose of my diploma thesis is a more detailed explanation and analysis of abstract and figurative art, and presentation and exploration of the field between them and its portrayal in my own artistic creation
Impact of online training on preschool teacher's competencies for working with children with autism spectrum disorder
Get PDFIn recent years, there has been an increase in the number of children with autism spectrum disorders (ASD) whose symptoms begin to appear at an early stage of life, when most of the children are included in the preschool education program. Due to the specifics of behaviour, educators face various challenges and difficulties when working with them. Namely, children with ASD need special approaches and work strategies that have effect on their functioning and enable them to be included in a group of peers. At this point educators face a lack of knowledge and competence when working with them, and gaining those often depends predominantly on their further education. Online forms of education make it to the foreground nowadays. One of these, intended primarily for educators of preschool children who have a child with ASD in the group, is online training or training that was created as a product of the ETTECEC project (Early Attention for the Inclusion of Children with Autism Spectrum Disorders and Early Childhood Education and Care System), so it is hereinafter referred to as ETTECEC online training.
In the theoretical part of the master's thesis, we first present the field of ASD. In the following, we present the regulation of the field of education in Slovenia in more detail and the specifics for people with special needs or children with autism spectrum disorders in this area. We touch upon possible interventions and strategies for working with children with ASD. We also present the results of the research concerning the competence of educators to work with children with ASD, the regulation of education for preschool teachers in Slovenia and last but not least we present the online training ETTECEC, whose impact on the competence of educators is checked within the master's thesis.
In the empirical part we researched whether the mentioned online training as a form of independent education provides educators with the necessary content and whether it enables them to gain competence for working with children with ASD and their inclusion in the group. We evaluated the usefulness of online training in practice and based on the results of the research, made suggestions for possible additions or improvements. With this intention we carried out a multiple case study and used a qualitative research approach and a descriptive method. Four preschool teachers who have a child with ASD in their group were included into the research. The perception of self-competence before and after using the ETTECEC online training and the evaluation of the online training were checked with the help of two questionnaires designed for the purpose of the research and a semi-structured interview with educators after using the ETTECEC online training. We compared the online training with existing foreign models and suggested supplementing the contents from this point of view as well.
We found that all educators assess themselves in some aspects as more competent to work with children with ASD after using online training than before using it. The differences are in the intensity of changes in competence and in the fields in which individual educators assess themselves as more competent. Some of the contents are related to the challenges they face in their work in practice, they also made suggestions for additional contents and some other possible additions to the existing model. They believe that online training provides independent education, but they want feedback on their thinking from an expert
Analysis of content and language integrated activities in textbooks for learning English as a foreign language in grades 4 and 5 of primary school
Get PDFContent and Language Integrated Learning (CLIL) is becoming an increasingly popular teaching method in Europe. It is a broad concept that allows the development of cross-curricular skills in the context of foreign language teaching. On the basis of the literature presented in the theoretical part of the thesis, we found that there is a need to analyse the activities for Content and Language Integrated Learning in validated textbooks for teaching English as a foreign language. We investigated the frequency and quality of such activities in textbooks for teaching English as a foreign language in grades 4 and 5 of primary school, and identified their cross-curricular links. To this end, we created a checklist with criteria to evaluate six textbooks for grade 4 and five textbooks for grade 5 of primary school approved for the 2021/2022 school year.
Results show that all the current textbooks for teaching English as a foreign language in years 4 and 5 of primary school have integrated activities in terms of content and language. Through the research we have come to the conclusion that CLIL activities can be successfully analysed and evaluated with the help of our checklist. We found out to what extent the activities for content and language integrated learning meet certain quality criteria and which textbooks meet most of the objectives of the different non-linguistic subjects.
This Master's thesis will have an impact on the didactics of English teaching, more specifically on the analysis of textbooks from the perspective of content and language integrated learning. We foresee that the developed quality criteria can be successfully used to evaluate all the CLIL activities in textbooks for teaching English as a foreign language in the 4th and 5th grades of primary school. We expect that the analysis will help teachers select the most appropriate textbook for implementing CLIL activities in English lessons. The checklist with quality criteria will serve as a tool for them to evaluate other CLIL activities that they might want to use in their lessons or create themselves
Learning about materials through building with children aged 3 to 5 years
Get PDFIn the diploma work we want to present the knowledge of materials through construction and present an example of a project activity in the field of technique and technology, which we carried out in kindergarten, where children actively participated.
The purpose of this thesis is to determine how construction affects the learning of materials in children aged 3 to 5 years.
With the diploma work we also wanted to find out which materials professionals more often or. rarely offered to children. Therefore, in the diploma work we focused mainly on less frequently used materials. The results were obtained with the help of a questionnaire, which was distributed in physical form in the kindergarten Najdihojca, Ljubljana. We found that they use wood, paper and textiles more often, and leather, ceramics, building materials and metal less often. Therefore, in the diploma work we dealt with materials that are rarely used by professionals.
In the kindergarten we carried out a 2-month project with children in which children actively participated and learned about materials through assembling, mixing, construction… We encouraged children's participation in all activities, from planning activities to independent use of knowledge in the manufacture of finishing structures. Through the activities, the children learned and deepened their knowledge about the properties and characteristics of materials.
We found that half of the children know the properties / characteristics of the materials before the activity and most after the activities, which is evident from the analysis of the observation sheets.
The questionnaire for professionals shows that 63% of professionals use unstructured materials and 37% structured. Half of the respondents often use unstructured materials when working with children. Most professionals believe that the most appropriate method for learning about materials is construction. Through construction, children gain new knowledge, technical and physical experience and develop creativity. They are technologically literate and develop competencies for life
Creating real and imaginary intimate spaces for women through the medium of sculpture and installation
Get PDFOur lives are multi-faceted. People live as part of a wider social environment but they also inhabit their own, personal, intimate space. These public and private existences are integrated into each persons life. Even though people are social beings, we all need a space that is just ours. In this space we store our most precious joys and deepest sorrows. Intimate space. A space of security, peace and comfort, as well as a space for processing negative, experiential content. Having this space is a necessity. If we lack it, we find ways to compensate for it, and each individual does so in a completely unique way. Just as intimacy is not only sexuality, intimate spaces are not only physical spaces. The notion of intimate space is essentially something utterly abstract, complex, and multifaceted. Intimate space can be so many things; it can be a state that we are in, it can be a person, intimate space can be a certain activity or creative process, intimate space can be a certain object or just a moment of solitude and peace. In my thesis, I focused mainly on the contrast between the intimate spaces of older women living in rural areas and younger, highly educated women living in cities. Today the differences between the intimate spaces of women and men are considerably smaller; in the past there was a deep gap between them, however, as more women emancipated themselves and were less controlled, they became more empowered to find their own space and peace.
In my thesis I will also write a lot about intimacy in creation and art, and about the intimate spaces of the artist. Art is not only about the visible, but also about the invisible world, as art is a complex phenomenon that arises from both rational and emotional foundations. Through his or her creative processes, the artist translates not only nature, but also his or her latest emotions, abstract concepts and internal processes. I will also explore my own creative processes