University of Zagreb. Faculty of Teacher Education.
Abstract
Djeca se pomoću igre i spontanošću razvijaju i otkivaju svijet oko sebe. Imaju potrebu likovno se izražavati, te tako razvijaju svoje mogućnosti od ranog djetinjstva. Dolaskom u školu susreću se sa raznim vrstama umjetnosti, umjetničkim djelima i raznim tehnikama.
Cilj ovog rada bio je približiti apstraktnu umjetnost učenicima četvrtih razreda i upoznati ih sa umjetničkim djelima Vasilija Kandinskog. On se isticao ne samo svojim djelima, već i jedinstvenom sposobnošću doživljavanja boja, pa i drugih umjetnosti. Inspiriran mnogim umjetnicima i glazbenicima Vasilij je stvarao mnoštvo skica koje su se pretvorile u umjetnička djela,a svoje slike je podijelio u tri grupe: impresije, improvizacije i kompozicije. U radu je prikazano dječje likovno stvaralaštvo s fokusom na dob od 6. do 10. godine, što je razdoblje razredne nastave. Nadalje je objašnjena metoda estetskog transfera i načini promatranja umjetničkog djela s djecom. Umjetničko se djelo, osim za analizu i promatranje, može koristiti kao poticaj za likovno stvaralaštvo u okviru nastave likovne kulture. Uloga učitelja je stoga vrlo važna jer on odlučuje na koji način će koristiti umjetničko djelo.
Aktivnosti su provedene u školi, na satu Likovne kulture s učenicima četvrtih razreda. Učenici su pokazali zanimanje za takvu vrstu sata, te su vrlo uspješno izvršili zadatke. Tehnika koju su koristili bio je akvarel i tuš, a radili su prema umjetničkim djelima Vasilija Kandinskog, Kompozicija VII i Žuto-Crveno-Plavo. Provedeno istraživanje, cilj, hipoteza, metode i uzorak su opisani u radu. Na kraju su opisani likovni zadatci i prikazano je nekoliko dječjih likovnih radova.Children develop and discover the world around them by playing and being spontaneous. They have the need to express themselves through art and that is how they develop their abilities from early childhood. Starting school they meet various types of art, artworks and various techniques.
The aim of this paper was to bring the abstract art closer to the students of the fourth grade and to acquaint them with works of art by Wassilly Kandinsky. He stood out not only with his works but also with his unique ability to experience colours and other art. Inspired by many artists and musicians, Wasilly created a multitude of sketches that turned into artwork and he also divided his paintings into three groups: impressions, improvisations and compositions. The paper presents children's artistic creativity with a focus on the age of six to ten, which is the period from first to fourth grade. Furthermore, the method of aesthetic transfer and methods of observing the artwork with children is explained. The work of art, except for analysis and observation, can be used as an incentive for artistic creativity in art class. The role of the teacher is therefore very important because he decides how he will use the artwork.
Activities were conducted at the school, in the art class with fourth grade students. The students showed interest in this type of class, and they performed the tasks very successfully. The technique they used was watercolor and drawing ink, and they painted according to the works of Wassilly Kandinsky, Composition VII and Yellow-Red-Blue. In this paper is described conducted research, objective, hypothesis, methods and patterns. At the end, art tasks were described and several children's art works were presented
