Poticanje dječjeg likovnog stvaralaštva i mašte u komunikaciji s kulturnom baštinom

• Main Author: Pivac, Dunja
• Format: Article in Journal/Newspaper
• Language: Croatian
• Published: Croatian pedagogical literary society - Department of Split and Faculcy of philosophy Split 2016
• Subjects: fotografija; kulturna baština; likovni dijalog; photography; cultural heritage; visual art dialogue; sami
• Online Access: http://hrcak.srce.hr/160226; http://hrcak.srce.hr/file/236331

U radu se naglašava neosporna potreba djece za komuniciranjem s okolinom. Jedan od oblika komunikacije potreban djeci je i likovna ekspresija kojom se ona spontano neverbalno izražavaju još od rane životne dobi. Tijekom obvezne osnovne škole, u nastavnom predmetu Likovna kultura, razvija se likovni govor djece kroz zadatke sadržane u nastavnim temama koje su određene nastavnim planom i programom. Zapitali smo se, kako učenike u dobi od jedanaest, dvanaest godina upoznavati s kulturnom baštinom koja je često i sastavni dio njihovog okruženja, a da im pritom omogućimo likovni dijalog? Kao polazište za ostvarenje spomenutog dijaloga tijekom nastave likovne kulture, učenici su koristili odabrane fotografije kulturne baštine. Fotografija kao slika stvarnosti imala je za učenike prednost pred realnošću predmeta ili objekta, jer su na sliku baštine sami mogli intervenirati, po želji: mijenjati, dopunjavati, interpretirati. Na taj su način, učenici prestali biti pasivni promatrači kulturne baštine. Dapače, postali su njeni aktivni su-stvaratelji. Tako ostvarena likovna komunikacija s baštinom potakla je dječje likovno stvaralaštvo i maštu suprotstavljajući ih uniformnom i šabloniziranom vizualnom komuniciranju kojem su današnja djeca izložena kao vodeći korisnici masovnih i novih medija. This work emphasises the undeniable need of children to communicate with the environment. One of the communication forms necessary for children is the visual art expression as well, which they spontaneously, nonverbally use from an early age. As part of the mandatory elementary school, the school subject Visual Arts Education develops visual art speech of children through tasks contained in teaching topics specified by the curriculum. We may ask ourselves, how students at the age of eleven or twelve should get introduced to the cultural heritage which is often an integral part of their environment thereby providing them a visual dialogue? As a starting point for the achievement of the above-mentioned dialogue during lessons of Visual Arts Education, students have used some selected photographs of the cultural heritage. For them, the photography as a picture of reality had precedence over a reality item or object because they were able to make interventions in the image of heritage. However, they could even make further modifications, additions or interpretations if they wished to. In this way, students have ceased to be just passive observers of cultural heritage. Indeed, they have become its active co-creators. In such a way, accomplished visual art communication with cultural heritage has inspired the visual art creativity and imagination of children. Moreover, it has managed to oppose them to the uniform and patterned visual communication to which children as leading users of mass and new media are being exposed these days.