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V magistrskem delu smo se osredotočili na pomen likovne naloge za večjo motivacijo učencev pri pouku likovne umetnosti v osnovni šoli. Na motivacijo učencev pa močno vpliva že okolje pred vstopom v osnovno šolo, veliko pa lahko k njej prispeva tudi učitelj s primernimi pristopi in metodami. V teoretičnem delu magistrske naloge smo opisali, kako primerno spodbujati otroka k likovnemu izražanju v predšolskem obdobju ter katere tehnike in motivi so za to obdobje najbolj primerni. Prav tako smo opisali, kaj mora za boljšo motivacijo v šolskem okolju upoštevati učitelj. Opredelili smo lastnosti notranje in zunanje motivacije, ki ima veliko vlogo pri pouku likovne umetnosti, še posebej pa smo se osredotočili na načrtovanje primerne likovne naloge. Opisali smo primerno izbiro likovne tehnike in likovnega motiva za različna starostna obdobja učencev. V empiričnem delu magistrske naloge smo izvedli raziskavo, katere namen je s pomočjo pristopa akcijskega raziskovanja poskusiti najti rešitve za problem, s katerim sem se sama v svoji praksi že večkrat soočila. To je bila nemotiviranost učencev, nezainteresiranost za dano likovno nalogo in dolgo oklevanje pred pričetkom likovnega izražanja. Oblikovali smo različne likovne naloge in z njimi na osnovni šoli pri dveh oddelkih sedmega razreda poskusili doseči čim večjo motiviranost in zanimanje učencev. Pri raziskovanju smo si pomagali z vprašalniki, raziskovalnim dnevnikom in analizo likovnih izdelkov ter tako ugotovili, kakšen odnos imajo učenci, ki so udeleženi v raziskavi, do likovnega izražanja in svojih izdelkov, kako različne vrste nalog vplivajo na njihovo motivacijo in odnos do naloge ter na kakšne tipe nalog se učenci najbolje odzivajo. Glede na to, da so nemotivirani učenci problem, s katerim se občasno sooči vsak pedagog, bo raziskava v pomoč predvsem učiteljem likovne umetnosti, saj bo predstavila različne možnosti motiviranja učencev s premišljeno izbiro likovne naloge. The main topic of this thesis is the meaning of an art assignment as a means to motivate pupils in art classes. But even before children start going to school, their environment affects their motivation. There is a lot a teacher can do to stimulate it by using the right approaches and methods. In the theoretical part, we defined the correct approaches to properly stimulate children to express themselves through art. We also defined techniques and materials that suit children the best in that period of time. There is also a description of what a teacher should do if he wants the pupils to be more motivated inside the school environment. We defined characteristics of intrinsic and extrinsic motivation, which play an important role at art classes. We especially focused on ways to plan a good and motivating art assignment – we defined how to pick a proper technique and motif for different ages of pupils. The intention of our research was to find solutions for the problem I have had many times during my practical work: many pupils were not motivated to create, they were not interested in the assignment and they wasted a lot of time before they started creating. We planned three different art assignments and tested them out in two departments of 7th grade. We tried to achieve good motivation and interest in pupils. In our research, we used four different questionnaires, a research diary and the analysis of the art products pupils made. By using this approach we discovered pupil's relationships with art and with the art products they create. We also discovered how different assignments affect their motivation and their attitude during the assignment and which of them were the most interesting for children. Giving that lack of motivation in pupils can be a big problem that every teacher has to face sometimes this research will help mostly art teachers because it will express different possibilities when it comes to motivating pupils with a proper choice of an art assignment. |
