PROSTORSKO OBLIKOVANJE PRI LIKOVNI VZGOJI V TRETJEM RAZREDU OSNOVNE ŠOLE STATIAL DESIGN AT ART EDUCATION IN THE THIRD CLASS OF PRIMARY SCHOOL Zaradi zapostavljenosti področja prostorskega oblikovanja smo se odločili predstaviti nekaj praktičnih idej, ki bodo lahko učiteljicam in učiteljem razrednega pouka spodbuda, da se bodo pogosteje in z večjo samozavestjo lotevali realizacij vsebin iz tega področja. Cilj diplomskega dela je bil opazovati učence med potekom/procesom učne ure: njihovo sodelovanje, ustvarjanje, vrednotenje ter s pomočjo anket preveriti, v kolikšni meri so učenci razumeli podane oziroma zastavljene cilje. V teoretičnem delu smo uporabili deskriptivno in komparativno metodo za proučevanje, opisovanje in predstavitev dejstev, odnosov in procesov z namenom odkrivanja podobnosti in razlik. Za interpretacijo pridobljenih rezultatov smo uporabili kvalitativno in kvantitativno metodologijo. V raziskavi je sodelovalo pet oddelkov tretjih razredov mariborskih osnovnih šol. Podatke smo pridobivali z neposrednim opazovanem, fotografiranjem, z vprašalniki za učence ter z analizo nastalih izdelkov. Učenci so velikim veseljem in navdušenjem sodelovali pri urah prostorskega oblikovanja, izjeme so bile zelo redke. Glede na to, da jim je bilo likovno področje novo, je bilo presenetljivo, kako dobro so se v njem znašli ter so ustvarjalno, kreativno in inovativno reševali probleme, kar smo prikazali s fotografijami v praktičnem delu in komentarji ob jih. Več teţav se je pojavilo pri zapisovanju kot pa pri ubesedovanju ter usvajanju izvedenih aktivnosti. Glede na doseţene rezultate lahko rečemo, da so učenci cilje razumeli, saj so njihovi izdelki v veliki večini ustrezali zastavljenim merilom. Tudi pri predstavitvi svojih izdelkov učenci niso imeli teţav. Odgovori iz anketnih vprašalnikov pa kaţejo na nekoliko slabše razumevanje ciljev, kar nam prikazujejo grafi v praktičnem delu. The field of spatial design is neglected so we have decided to present a few practical ideas, which will be a stimulation for teachers to undertake and to realize the contents of this field more often and with larger self-confidence. The goal of my diploma work was to observe pupils during the course/process of a lesson: their cooperation, creation, and evaluation; we also wanted to check pupils by the help of surveys of their understanding of given and asked goals. In the theoretical part a descriptive and a comparative method have been used for investigating, describing, and for the presentation of facts, attitudes, and processes in order to find out similarities and differences. A qualitative and a quantitative methodology have been used for the interpretation of acquired results. Five departments of the third class of primary schools in Maribor took part in our research. Data were gained by our direct watching and photographing, by questionnaires for pupils and by the analysis of pupil's work. Pupils showed a lot of pleasure and enthusiasm in taking part in lessons of spatial design; exceptions were very rare. In spite of the fact that art field was new to them, it was surprising, how they managed to do it very well and they were solving problems creatively and innovatively, what was shown by our photographs in the practical part and commentaries on them. Pupils had more problems in taking notes than in describing with words and they mastered the performed activities. We can say, considering achieved results, that pupils understood goals because their products, in vast majority, met required measures. Pupils did not have problems also at the presentation of their products. Answers from questionnaires are pointing at a bit worse understanding of goals what is shown by diagrams in the practical part. likovna vzgoja prostor prostorsko oblikovanje učni načrt cilji likovne vzgoje art education space spatial design curriculum goals of art education true true [M. Vlasak] Maribor Slovenski jezik Angleški jezik Diplomsko delo 2010-06-30 11:34:10 2010-07-13 13:26:51 2010-07-13 13:26:51 2010 17761544 73/76(043.2) UNI_Vlasak_Mateja_1979.pdf UNI_Vlasak_Mateja_1979.pdf Pedagoška fakulteta