1. Art portfolios in preschool teachers’ initial education as a means of acquiring professional competences and reflective practiceMarijana Županić Benić, 2025, original scientific article Abstract: The study sought to examine the art portfolios of second-year undergraduate students of Early and Preschool Education at the Faculty of Teacher Education in Zagreb and their reflections on their own artwork. The aim was to examine how students experience, reflect on and interpret their creative work process. By reflecting, students acquire deeper understanding of art expression and perfect the ability to plan and evaluate visual art activities for implementation in their future work with children. The results show that students whose reflections on their own artwork through portfolios are more detailed show greater levels of self-awareness, creativity and pedagogical competence.
Keywords: reflection, visual art education, portfolios, preschool teachers, professional competences
Published in DKUM: 02.10.2025; Views: 0; Downloads: 6
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2. International Exhibition by Artists – University Teachers, Maribor, Slovenia, October 4th-14th, 20242024 Abstract: In the framework of the INTERNATIONAL SCIENTIFIC AND ART CONFERENCE: Rethinking childhood III - Teaching for an inclusive, technologically competent and sustainable society (2024) a catalog of the exhibition was published. The catalog features reproductions of artworks by artists employed at various higher education institutions in Slovenia and abroad. The accompanying text titled ART AND SCIENCE: PARALLEL LINES, PROPAGATION, INTERWEAVING (For the exhibition "Play of Perspectives, Strategies, and Decisions") was prepared by Mojca Puncer, PhD.
Keywords: art and science, visual art, exhibition catalog, artworks, higher education teachers and collaborators
Published in DKUM: 13.09.2024; Views: 27; Downloads: 9
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3. Art appreciation for developing communication skills among preschool childrenMatjaž Duh, 2016, original scientific article Abstract: In the contemporary process of teaching fine arts, children’s own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and inter- nalization of works of art play an equally important role. In a qualitative empirical research study that takes the form of a case study, we studied the response of children to works of art and their demonstrated communica- tion skills in this. The results have shown that children respond to works of art on multiple levels. With non-standardized narrative group interviews, we observed children’s associations. Children perceived and internalized the given artworks and also put their emotions into words. The study has shown that systematic development of art appreciation among pre-school children can have a positive impact on their communication skills.
Keywords: communication skills, art appreciation, visual art, preschool education
Published in DKUM: 13.07.2017; Views: 2114; Downloads: 224
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4. Preference for visual motifs in first grades of primary schoolMatjaž Duh, Jerneja Herzog, Špela Ros, 2013, original scientific article Abstract: A visual motif is an important component of an art project and is the thing initially detected in the visual art. A suitable introduction into visual motifs is provided by art education classes. A teacher can enable a successful execution of an art project to a pupil, only with a detailed introduction into visual motifs. These are not defined with the curriculum; instead, they are freely chosen by the teacher himself. The motifs should be more unusual, out of the ordinary, colourful and original. With the right approach and the selection of artworks, the teacher can develop artistic creativity in his pupils. At the same time, pupils can develop the ability for observation, critical analysis and evaluation of visual art. In this article, a study is presented, whose purpose was to examine the preferences for visual motifs by gender and stratum of pupils on 4th level of primary school. The findings show the differences are more commonly reflected through gender, and less through stratum from which the pupils originate.
Keywords: education, visual art, art motifs, primary schools
Published in DKUM: 06.07.2017; Views: 1375; Downloads: 502
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5. The relation of lower grade primary school pupils to motif in visual artMatjaž Duh, Jerneja Herzog, 2011, published scientific conference contribution Abstract: From the motivational point of view, choosing motifs in art education is exceptionally important, as the motif represents the affective part of art education. Emotional response of pupils, both in the perception of artwork and in their own creations, represents an important factor in understanding and responding to art. The article presents the results of a survey which was conducted with the aim of establishing the popularity of different motifs in works of art. The survey was conducted among third-year primary school pupils and investigated which artwork the pupils liked the most and which were the motifs that drew their attention. We further investigated the effect that pupil gender had on these choices. The results have shown that there is a statistically significant gender-related difference in the choice of the motif, while there is less evidence of such a difference with regard to social stratum. The environment of the pupils is therefore irrelevant in the choice of the motif.
Keywords: likovna vzgoja, likovna pedagogika, likovni motiv, afektivnost, osnovna šola, art education, primary school, visual art, motif, affectivity
Published in DKUM: 07.06.2012; Views: 3166; Downloads: 94
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6. Understanding student's artworks according to the Scot Lash's post-modern Regime of significationTomaž Zupančič, 2011, published scientific conference contribution Abstract: Something peculiar has happened at the 2005 semestrial students' exhibition at the department of Fine Art - Art Education program - at the University in Maribor. One of the artworks made by a group of students on the exhibition, which tried to refer to the late Asiatic tsunami disaster (The 2004 Indian Ocean earthquake), was demolished by spontaneous art diversion performed by another group of students. Scandal emerged, demands for prosecutions followed. Some of the professors (a minority of us) tried to advocate the spontaneous students' artistic action. This paper starts with a short introduction of both students' artworks involved, presents the students' statement on their art diversion as well as includes a DVD (4 minutes) of the action. What is more, the theoretical bases for support of the students' art diversion are developed. We make use of the event to establish some basic aspects of contemporary art education. The modern and postmodern approaches toward cultural objects are compared, referring to the Scott Lash postmodern "Regime of signification" (1992). Than we refer to the bases of postmodern curriculum, to the ideas of Manfred Blohm (1995). The pedagogical necessity for stimulating spontaneous artistic responding among students is stressed. The simple response to the spontaneous artistic action of the students - to what we, the professors at the department where the event happened were obliged - became a strong advocacy and branched out to a theoretically based lecture which helps students to understand the contemporary art and to become more sensible of their own artistic and educational work.
Keywords: art education, postmodernism, contemporary art, visual art didactics
Published in DKUM: 07.06.2012; Views: 2248; Downloads: 37
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