STAVOVI STUDENATA LIKOVNE UMJETNOSTI SVEUČILIŠTA U MARIBORU PREMA USMJERENJIMA I SADRŽAJIMA SUVREMENOG LIKOVNOG OBRAZOVANJA

The article presents some contemporary art educational tasks, incorporated into the teacher training programme at the University of Maribor. These tasks arise from basic post-modern orientation of contemporary art education. One of the most significant tasks of contemporary art education in the post-modern era is to train a young person to understand the culture she or he is living in. Contemporary art education has global foundations. In accordance with the post-modern manner it emphasises concepts. It pulls down barriers between high and popular art. It is intercultural and multicultural and it deals with the aspect of culture of peace. If development of creative potential, training for visual literacy and understanding of contemporary cultural world remain constants of art education, then two things should be added in accordance with the modern time: (1) development of ecological awareness and (2) care for human rights, especially in the sense of emphasizing tolerance and equality. Efforts to promote the spirit of understanding, peace, tolerance, gender equality and friendship among all nations, nationalities and religions are the basic civilization obligation of a contemporary society and an essential task of education as well.Rad predstavlja neke od sadržaja suvremenog likovnog obrazovanja inkorporiranih u program likovne pedagogije na Sveučilišta u Mariboru. Ovi sadržaji proizlaze iz postmodernog likovnog kurikuluma. Jedan od najznačajnijih zadataka suvremene likovne edukacije postmodernog doba je osposobljavanje mladih ljudi za razumijevanje kulture u kojoj žive. Suvremena likovna edukacija ima uporište u globalnim temeljima. Naglašava koncepte sukladno postmodernoj paradigmi i ruši prepreke između visoke i popularne umjetnosti. Interkulturalna je i multikulturalna te razvija aspekte mirovne kulture. Ukoliko razvijanje kreativnih potencijala, likovno-vizualno opismenjavanje te razumijevanje suvremenog kulturnog svijeta ostaju prioriteti likovnog odgoja, tada, sukladno modernom dobu treba dodati sljedeće: razvoj ekološke svijesti i brigu za ljudska prava, osobito u smislu isticanja tolerancije i jednakosti. Empirijski dio rada predstavlja upitnik za studente i njihove stavove. Studenti su rangirali sadržaje prema značajnosti i upotrebljivosti u njihovoj budučoj učiteljskoj praksi. Naglasili su značajnost i potrebu po inkorporiranju suvremenih sadržaja v današnju likovno pedagošku praksu

METODA ESTETSKOG TRANSFERA - OPIS SPECIFIČNE LIKOVNO-DIDAKTIČKE METODE

The authors of this article present the method of aesthetic transfer as a novelty and a requirement in contemporary visual arts pedagogy and didactics. In Introduction, the authors establish the meaning of teaching methods and present historical development of specific visual arts methods as a requirement in visual arts education. The central part of the article contains a detailed presentation of the method of aesthetic transfer , a didactic method which stresses the importance of aesthetic experience. The method of aesthetic transfer incorporates most of requirements of art didactics and most aspects of the implementation of art activities. The method of aesthetic transfer considers all basic premises of art didactics and art pedagogy and encompasses a specific articulation of time- and content-related activities, teaching methods and techniques, motivation techniques and evaluation methods. The main emphasis of the method of aesthetic transfer is placed on the procedures of transferring aesthetic messages contained in a work of art to the recipient, i.e. the participant in the learning process.    The article further presents the use and evaluation of the method of aesthetic transfer in visual arts practice. The success of this method, which takes children and students from the work of art to a new artistic experience, is manifested in the fact that children are in contact with art, they enrich their artistic and aesthetic development and therefore establish a positive attitude towards art, which is at the same time an incentive for their own artistic exploration.Autori u izlaganju predstavljaju metodu estetskog transfera kao novost i potrebu u suvremenoj likovnoj pedagogiji i didaktici. U uvodnom djelu utemeljuju značenje didaktičkih metoda i predstavljaju povijesni razvoj specifičnih likovnih metoda kao potrebu u likovno-pedagoškim procesima. U središnjem djelu rasprave detaljno predstavljaju metodu estetskog transfera kao didaktičku metodu  koja naglašava značenje estetskog iskustva. U metodi estetskog transfera obuhvaćena je većina likovno- didaktičkih zahtjeva i gledišta izvođenja likovnih aktivnosti. Metoda estetskog transfera uzima u obzir sve osnovne premise likovne didaktike i likovne pedagogije te obuhvaća specifičnu vremensku i sadržajnu artikulaciju aktivnosti, nastavne metode i oblike rada, načine motiviranja i vrednovanja. Glavni naglasak kod metode estetskog transfera je na postupcima prijenosa estetskih poruka koje umjetnička djela sadrže, na primatelju, tj. sudioniku pedagoškog procesa.   U nastavku je predstavljena upotreba i provjeravanje metode estetskog transfera u likovnoj praksi. Utvrđena uspješnost ove metode,koja vodi djecu i učenike od umjetničkog djela do novog likovnog iskustva, iskazuje se u tome da su djeca u kontaktu s umjetnošću, da obogaćuju svoj likovno-estetski razvoj, da uspostave pozitivan odnos prema umjetnosti koji istodobno potiče njihovo vlastito likovno istraživanj

METODA ESTETSKOG TRANSFERA - OPIS SPECIFIČNE LIKOVNO-DIDAKTIČKE METODE

The authors of this article present the method of aesthetic transfer as a novelty and a requirement in contemporary visual arts pedagogy and didactics. In Introduction, the authors establish the meaning of teaching methods and present historical development of specific visual arts methods as a requirement in visual arts education. The central part of the article contains a detailed presentation of the method of aesthetic transfer , a didactic method which stresses the importance of aesthetic experience. The method of aesthetic transfer incorporates most of requirements of art didactics and most aspects of the implementation of art activities. The method of aesthetic transfer considers all basic premises of art didactics and art pedagogy and encompasses a specific articulation of time- and content-related activities, teaching methods and techniques, motivation techniques and evaluation methods. The main emphasis of the method of aesthetic transfer is placed on the procedures of transferring aesthetic messages contained in a work of art to the recipient, i.e. the participant in the learning process.    The article further presents the use and evaluation of the method of aesthetic transfer in visual arts practice. The success of this method, which takes children and students from the work of art to a new artistic experience, is manifested in the fact that children are in contact with art, they enrich their artistic and aesthetic development and therefore establish a positive attitude towards art, which is at the same time an incentive for their own artistic exploration.Autori u izlaganju predstavljaju metodu estetskog transfera kao novost i potrebu u suvremenoj likovnoj pedagogiji i didaktici. U uvodnom djelu utemeljuju značenje didaktičkih metoda i predstavljaju povijesni razvoj specifičnih likovnih metoda kao potrebu u likovno-pedagoškim procesima. U središnjem djelu rasprave detaljno predstavljaju metodu estetskog transfera kao didaktičku metodu  koja naglašava značenje estetskog iskustva. U metodi estetskog transfera obuhvaćena je većina likovno- didaktičkih zahtjeva i gledišta izvođenja likovnih aktivnosti. Metoda estetskog transfera uzima u obzir sve osnovne premise likovne didaktike i likovne pedagogije te obuhvaća specifičnu vremensku i sadržajnu artikulaciju aktivnosti, nastavne metode i oblike rada, načine motiviranja i vrednovanja. Glavni naglasak kod metode estetskog transfera je na postupcima prijenosa estetskih poruka koje umjetnička djela sadrže, na primatelju, tj. sudioniku pedagoškog procesa.   U nastavku je predstavljena upotreba i provjeravanje metode estetskog transfera u likovnoj praksi. Utvrđena uspješnost ove metode,koja vodi djecu i učenike od umjetničkog djela do novog likovnog iskustva, iskazuje se u tome da su djeca u kontaktu s umjetnošću, da obogaćuju svoj likovno-estetski razvoj, da uspostave pozitivan odnos prema umjetnosti koji istodobno potiče njihovo vlastito likovno istraživanj

Mnenja dijakov o vsebinah pouka umetnosti

The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students’ interests. The study is based on the descriptive and causal non-experimental method, with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.V članku predstavljamo odnos dijakov srednjih šol do vsebin pouka likovne umetnosti. Najprej podamo pregled značilnosti sodobne likovne edukacije, s poudarkom na postmodernem likovnem kurikulumu in povezovanju vsebin predmeta z interesi dijakov. Raziskava temelji na deskriptivni in kavzalno-neeksperimentalni metodi. V vzorec je bilo vključenih 387 slovenskih, estonskih in portugalskih dijakov. Ugotovili smo, da dijaki najvišje vrednotijo razvijanje ustvarjalnosti. Manj so navdušeni nad umetnostnozgodovinskimi vsebinami in učenjem osnov formalnega likovnega jezika. Privlačijo jih sodobne teme, kot so: grafiti, multikulturalnost, uporaba novih medijev, digitalna tehnologija. Izsledki raziskave nudijo možnost za nadaljnje primerjalne analize in izhodišča za posodabljanje likovnih kurikulumov

Foreign language teachers’ feedback practices: A comparative study

The purpose of this study is to describe the current foreign language (FL) assessment and feedback practices as reported by 213 experienced primary teachers in Slovenia and Spain. An ad hoc questionnaire was designed, validated and administered to 113 Slovenian and 100 Spanish teachers. The data were collected and analysed with the use of descriptive and inferential statistics. Among the most relevant findings, it is noteworthy that Spanish teachers focus on providing feedback on receptive skills while their Slovenian colleagues pay more attention to productive skills. Also, results from both groups reveal a lack of FL pronunciation feedback and scarce attention to interactive aspects of communication

The concretization of the term sustainable spatial development for the assessment of child and juvenile awareness

The following article is targeted at the comprehensive co-shaping of the conditions required for the active education on the effective and concrete contributions to sustainable development, with the emphasis based on the built environment or architecture. It defines the role of education on the built environment or architecture within the concept of sustainable development, determines the grounds for adjusting the methods of delivering architectural contents and defines the educational contents along with their presentations with regards to the developmental abilities of the public, which is targeted. It presents the deliberation on objectifying the term sustainable spatial development, for the assessment of child and juvenile awareness of “sustainable architecture” topics as well as determining childcare workers and teachers adequate qualifications to provide the knowledge in the field of the built environment, in relation to sustainable environment. Concretisation signifies the selection and visualisation of actual topical occurrences in physical space for a specific targeted public (the article provides representative models). It also contributes to the development of “cultural” dimension of spatial development sustainability. The efforts made to strive towards the lifelong learning of architecture and its influence on our everyday lives and our future

Konkretizacija pojma trajnostnega prostorskega razvoja za oceno osveščenosti otrok in mladostnikov

Prispevek je usmerjen k celovitemu sooblikovanju pogojev za tvorno izobraževanje o učinkovitih, konkretnih prispevkih k trajnostni razvojni usmeritvi, s poudarkom na grajenem okolju oziroma arhitekturi. Opredeljuje vlogo izobraževanja o grajenem okolju oziroma arhitekturi v konceptu trajnostnega razvoja; določa izhodišča za prilagajanje načinov posredovanja arhitekturnih vsebin ter opredeljuje izobraževalne vsebine in njihove predstavitve glede na razvojne sposobnosti ciljne publike. Predstavlja torej razmislek o opredmetenju pojma trajnostni prostorski razvoj za oceno osveščenosti otrok in mladostnikov o »trajnostnih arhitekturnih« temah ter tudi za ugotavljanje usposobljenost vzgojiteljev in učiteljev za posredovanje znanja s področja grajenega okolja v povezavi s trajnostnim razvojem. Konkretizacija pomeni izbor in vizualizacijo aktualnih konkretnih pojavov v prostoru za izbrano ciljno publiko – v prispevku so prikazani vzorčni primeri. Prispeva k razvoju »kulturne« dimenzije trajnosti prostorskega razvoja. Prizadevanja vodijo k razvoju sistema vseživljenjskega učenja o arhitekturi ter njenem vplivu na naš vsakdan in naš jutri