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V pričujočem delu obravnavamo tematiko ustvarjalnosti učencev pri likovni vzgoji v slovenskih zamejskih šolah v Italiji ter v italijanskih šolah v Sloveniji. Likovna vzgoja je v omenjenih manjšinskih šolskih sistemih z vidika raziskovanja zapostavljeno in še neraziskano področje, zato smo želeli odpreti in raziskati izbrano temo – ustvarjalnost pri pouku. V teoretičnem delu so upoštevane izkušnje domačih in tujih avtorjev o ustvarjalnosti učencev pri likovni vzgoji. V empiričnem delu je bila najprej izvedena multipla študija primera. Cilj raziskave je bil ugotoviti stanje izvajanja pouka pri likovni vzgoji in ustvarjalnosti učencev na vseh omenjenih manjšinskih šolah. V raziskavi so sodelovali učitelji, ki poučujejo likovno vzgojo na predmetni stopnji osnovne šole v italijanskih šolah v Sloveniji (od 6. do 9. razreda: starost učencev od približno 11 do 15 let) ter na slovenskih nižjih srednjih šolah v Italiji (od 1. do 3. razreda: starost učencev od približno 11 do 14 let). Podatke smo pridobili z vprašalniki, globinskimi intervjuji in analizo dokumentov. Izsledki raziskave so omogočili ustreznejše razumevanje učiteljevega načrtovanja in izvajanja pouka likovne vzgoje za ustvarjalno likovno izražanje v omenjenih šolskih sistemih. Na podlagi ugotovitev so bile oblikovane tako smernice za načrtovanje in izvajanje pouka likovne vzgoje kot tudi smernice za izobraževanje učiteljev, da bi pridobili znanje o celostnem poučevanju učencev za likovno ustvarjalni razvoj. Nadalje smo skozi akcijsko raziskavo v štirih korakih v praksi raziskali posodobitev načinov načrtovanja likovnih nalog za ustvarjalno likovno izražanje na sorodnih stopnjah izobraževanja: v drugih razredih nižje srednje šole v slovenskih šolah v Italiji in v sedmih razredih devetletke na italijanskih šolah v Sloveniji (starost učencev od 12 do 13 let). Skozi akcijsko raziskavo smo s kvalitativno in kvantitativno analizo raziskali napredek v samostojnosti in ustvarjalnosti učencev pri reševanju likovnih nalog. Cilj akcijske raziskave je bil ugotoviti, kakšni so učinki izvajanja pouka likovne vzgoje na področju slikanja, če spremenimo način poučevanja z vpeljavo različnih prilagoditev poučevanja, tudi z izbiro metod in oblik dela. Zanimalo nas je, kakšen pristop v učnem procesu bi učencem omogočal večje doživljanje ter razumevanje izraznih sredstev in oblikovalnih načel ter bolj senzibilno in ustvarjalno likovno izražanje. V ta namen smo izdelali model poučevanja, s katerim smo povečevali likovno ustvarjalnost učencev. S spremljanjem in spreminjanjem poučevanja smo prišli do načinov izboljšave modela, ki upošteva posebnosti učnih sistemov manjšin in vodi učence k razvijanju ustvarjalnosti pri likovnem izražanju. Za preverjanje posodobitev akcijske raziskave smo uporabili kavzalno-neeksperimentalno empirično metodo pedagoškega raziskovanja. Učiteljeve kompetence, vezane na likovno ustvarjalnost učencev in na njegovo didaktično znanje, predstavljajo izhodišče za načrtovanje in izvedbo likovnih nalog, ki učencem omogočajo samostojno snovanje likovnih idej ter ustvarjalno reševanje likovnih nalog. Učitelji naj bi za ustvarjalni razvoj učencev dobro poznali učinkovite in ustrezne načine načrtovanja pouka likovne vzgoje. Pomembno je, da imajo dostopno gradivo v jeziku načrtovanja in izvajanja pouka. Pomembno je tudi skrbno pripravljeno slikovno gradivo, uporaba različnih učnih sredstev in pripomočkov ter različnih, neobičajnih slikarskih podlag. Na dvig likovne ustvarjalnosti so vplivale predvsem različne specifične metode dela in izmenjavanje različnih oblik dela, ki so pri učencih krepile samostojnost pri reševanju likovnih nalog, soodvisnost in sodelovanje. Pri tem je pomembno, da so učenci sproščeni in da imajo osnovne pogoje za delo – prostorske, materialne, časovne ter seveda možnost, da se lahko vsak izraža na svoj način. In following doctoral thesis, the theme of student art class creativity is presented, which results from research within visual art education in minority Slovene schools in Italy as well as in Italian schools in Slovenia. Neither of these minority education systems have been researched yet in the presented school subject field. We would like to specifically identify the creativity within visual art education. According to reviews and theoretical paradigms, the theoretical part is based on previous knowledge on student creativity in learning process of visual art education. In empirical part, the method of multiple case study was used first. The aim of research is to first do the research on actual state of visual art class performance as well as student creativity at the targeted schools. Research participants were teachers who teach visual art education in upper classes of Italian elementary schools in Slovenia (6th to 9th grade: 11 to 15 student age) and in Slovene lower high schools in Italy (1st to 3rd grade: 11 to 14 student age). Data was acquired from questionaires, interviews, and documentation analysis. Research results enabled us to better understand the teacher`s planning as well as conducting the visual art education in the targeted school systems. All our reasearch findings are the base of further guidelines for educational planning as well as visual art education conducting, together with holistic visual art teachers` education. Aim of further research was to practically modernize the ways of visual art education planning on similar educational level (approximately the same age students), through four-step action research: in second grade of upper level of elementary Italian schools in Slovenija and in seventh grade of lower secondary Slovene schools in Italy (12 to 13 student age). Progress in students` independence and creativity was researched with qualitative and quantitative analysis through action research. Aim of action research was to find out the effects of visual art education conducting on method and form choice level. We were interested in educational process approach enabling students a greater experience and understanding of creative expresions as well as creativity principals, and student creative expression itself. For presented purpose a teaching model to increase student creativity was created and used. Whole research process was aimed to improve the model, to consider special minority educational circumstances, and to increase student art creativity. Kavzal non-experimental empirical method of pedagogical research was used to verify improvements of action method. Research results enabled us to better understand teacher`s planning as well as conducting visual art education in targeted school systems. Teacher`s competence in students` visual art creativity and didactic knowledge (method and form choice) is the base of planning and conducting visual art tasks, which enable students to be independent and creative with their ideas. Teacher should know well efficient and appropriate ways of planning visual art education for students` creative and independent development. Especially different specific work methods as well as different work forms to strengthen students` independence through codependence and cooperation, uplifted students` creativity. It is very important for students to feel relaxed and to have good basic work conditions – space, materials, time, and of course ability to individually express themselves. |
