LIKOVNO VREDNOTENJE VRTCA - VRTEC TEZNO, NOTRANJA PODOBA VRTCA - Knez, Rebeka (R. Knez, 2010)
Diplomsko delo z naslovom Likovno vrednotenje vrtca — Vrtec Tezno, Notranja ureditev vrtca zajema teoretični in empirični del. Diplomsko delo je nastalo v sodelovanju s Kristino Korošec, s katero iz podobnih teoretičnih izhodišč izpeljujeva vsaka svoj empirični del. V teoretičnem delu smo predstavili Kurikulum za vrtce, ki je osnova za kakovostno delo v vrtcu ter posebej opredelili področje umetnosti. Podrobneje smo predstavili barve in psihološki učinek barve na človeka. Svoje poglavje smo namenili tudi notranjemu izgledu vrtca od različnih likovnih tehnik in formatov do uporabe znakov skupin. Opisali smo tudi osnove za vrednotenje likovnih del in predstavili Vrtec Tezno. V empiričnem delu smo predstavili ocenjevalno lestvico za notranjo ureditev vrtca. Želeli smo izdelati objektivne kriterije, po katerih bodo lahko drugi vrtci samoovrednotili notranjo podobo svojega vrtca. Uporabili smo deskriptivno metodo pedagoškega ocenjevanja — ocenjevalno lestvico za vrednotenje notranje ureditve vrtca, ki smo jo sami izpolnjevali s pomočjo sistematičnega opazovanja štiriindvajsetih oddelkov Vrtca Tezno. Interpretacija rezultatov je podana v zaključnem delu empiričnega dela diplomske naloge. The diploma, entitled "Artistic Evaluation of the Kindergarten - Kindergarten Tezno, interior image of the kindergarten, contains theoretical and empirical part. The diploma was formed in collaboration with Kristina Korošec, where from similar theoretical basis each carried out their own empirical work. The theoretical part presents the curriculum as a basis for quality work in a kindergarten and specifically defines the scope of art. In detail we presented the color and the psychological effect of color on humans. One chapter is also devoted to the internal appearance of the nursery, from a variety of artistic techniques and formats to the use of characters of groups. We also described the basis for evaluating art works and presented Tezno Kindergarten. In the empirical part, we presented an evaluation scale for the internal organization of the kindergarten. We wanted to establish objective criteria by which other kindergartens may self-evaluate internal image of a kindergarten. We used the descriptive method of teaching evaluation – the grading scale for evaluating the internal structure of the kindergarten, which we completed by ourselves through systematic observation of twenty-four departments of Tezno kindergarten. Interpretation of results is given in the final part of the empirical work.