MOTIVACIJA PRI LIKOVNI VZGOJI

• Main Author: Kerin, Tjaša
• Other Authors: Duh, Matjaž
• Format: Bachelor Thesis
• Language: Slovenian
• Published: T. Kerin 2011
• Subjects: razredni pouk; osnovna šola; likovna vzgoja; motivacija; učna motivacija; primary education; primary school; art education; motivation; learning motivation; info:eu-repo/classification/udc/73/76(043.2); Morali; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=21468; https://dk.um.si/Dokument.php?id=27163&dn=; https://plus.si.cobiss.net/opac7/bib/18817800?lang=sl

V teoretičnem delu diplomskega dela predstavljamo splošen pojem motivacije, pomen motivacije ter teoretična izhodišča. Povezujemo splošna teoretična izhodišča s poučevanjem likovne vzgoje ter artikulacijske značilnosti pri njenem pouku. Ob tem smo tudi izpostavili pomembnost motivacije pri likovni vzgoji ter navedli nekaj možnosti za uspešno realizacijo le-te. Dotaknili smo se tudi individualizacije pri likovni vzgoji ter sredstev za spodbujanje motivacije. V empiričnem delu dela predstavljamo rezultate raziskave, v kateri smo analizirali mnenje študentov razrednega pouka o pomembnosti motivacije pri likovni vzgoji in vplivu le-te na izdelke učencev glede na videno v času njihove pedagoške prakse. Študentje so tudi ocenili ustreznost izbiranja likovnega področja, tehnike in motivov ter načinov izvajanja motivacije njihovih mentorjev v času opravljanja pedagoške prakse. Vse to smo spremljali tudi sami v prvi triadi neposredno ob hospitacijskih urah. Rezultati kažejo, da se učitelji poslužujejo osnovnih likovnih motivov in tehnik. Učitelji bi morali v pouk vključevati zanimive motive in tehnike ter tako spodbujati otrokovo domišljijo. Kot motivacijska sredstva učitelji največkrat uporabijo literarno predlogo (pesmi, zgodbice, članke itd.), kar je za njih najlažja pot, vendar nima pravega učinka. Zato menimo, da bi bilo potrebno učitelje seznaniti z novejšimi strategijami motiviranja. Učitelji v veliki meri ne izvajajo demonstracije (ključnega pomena za razumevanje), učence premalo vzpodbujajo med ustvarjanjem in preveč posegajo v njihovo delo. Iz tega je razvidno, da se še vedno daje premalo poudarka na motivacijo, s tem pa se učencem ne pomaga uporabljati domišljijo, ki je pri likovni vzgoji ključnega pomena. The theoretical part of the diploma paper gives a general description of the term "motivation", the importance of motivation and some theoretical basis. General theoretical bases are linked with the teaching process of the arts as a curriculum subject and its articulating characteristics during such a process. Special emphasis has been given to the meaning of motivation in art education and a few options for its successful achievement are mentioned. Further aspects covered include individualisation in art education and methods to be used for encouraging motivation. The empiric part of the paper gives the results of a survey in which different views of students of primary teacher education course, during their practical work in the classrooms have been assessed, concerning importance of the motivation in art education and its impact on the success achieved by the pupils. The students also assessed the suitability of the art area chosen, techniques and motifs, as well as motivation methods applied by the students during their work practice. All these were supervised by our team during the first triad directly during the classes. The results demonstrate that the teachers use fundamental art motifs and techniques. Teachers should include interesting motifs and techniques in the teaching process to encourage a child's imagination. Teachers most often use a literary source as a motif (a poem, a story, an article, etc.), which is the easiest way for them however, it is not effective. Therefore, we believe that teachers should be informed of new motivation strategies. Teachers rarely employ demonstration (of key import for understanding), the pupils are insufficiently encouraged and teachers' interference with their work is excessive. This leads to a conclusion that not enough emphasis is placed on motivation, resulting in insufficient utilisation of pupils' imagination which is vital in art education.