Let´s look sculpture from all sides!

Petra Novak Trobentar
[email protected]
Osnovna šola Franceta Bevka Ljubljana

Predstavitev

Povzetek

Pouk likovne vzgoje se razlikuje od pouka pri ostalih osnovnošolskih predmetov. Ko učitelj razloži likovne pojme in predstavi likovno nalogo, učenec ta spoznanja uporabi pri likovnem izražanju. Učitelj predstavi postopke likovne tehnike, ki jih učenec samostojno izvede, ob tem pa odkriva nove možnosti. Likovni motiv, ki ga učenec domiselno reši, mora biti usklajen z likovnim problemom in likovno tehniko. Svojo odzivnost in pripravljenost za sprejemanje likovnih pojmov in navdušenje nad likovnim izražanjem pa učenec pokaže le, če je dovolj motiviran, za kar pa je odgovoren učitelj, ki vodi vzgojno-izobraževalni proces.
Pri vrednotenju otroških likovnih izdelkov, ki so oblikovani v tridimenzionalnem prostoru, na primer s področja kiparstva, si učitelj lahko pomaga z IK tehnologijo. Predvajan posnetek z digitalno kamero, ki zajame skulpturo z vseh strani, omogoča pogled na oblikovano površino in na celoten izdelek vsem otrokom naenkrat. Medtem lahko učitelj gibljivo sliko kadarkoli zaustavi in se osredotoči na določene posebnosti likovnega izdelka. Učenci si na ta način razvijajo sposobnost kritične analize in vrednotenja lastnih izdelkov in izdelkov vrstnikov.

Ključne besede: likovna vzgoja, kiparstvo, vrednotenje, digitalna kamera.

Abstract

Art lessons in elementary school differ from lessons of other school subjects. When an art teacher describes certain art concepts and presents an art task, a student uses this knowledge in his artistic expression. A teacher presents certain procedures of art techniques and a student must independently implement them and by doing so discovers new possibilities. A student's inventive solution of an art theme must be in coordination both with an art problem and art technique. A student can show his responsiveness for embracing art concepts and his enthusiasm for art expression only if he is motivated enough and this is a responsibility of the teacher who leads the educational process.
When evaluating children's art works which are formed in a three dimensional space, for example in the field of sculpture, the teacher may use IC technology for help. Playing a recording by a digital camera, makes it possible for the teacher to show the whole sculpture from all sides and to all the children at the same time. The teacher can also stop the recording at any time and focus on certain features of an art product. In this way students can develop the ability of critical analysis and evaluation of their own products and those of their peers.

Key words: art class, sculpture, evaluation, digital camera.