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Title:"PROSTOR, KOT SI GA NAREDIM" - NAČRTOVANJE, IZVEDBA IN EVALVACIJA DEJAVNOSTI S PODROČJA PROSTORSKEGA OBLIKOVANJA V VRTCU
Authors:ID Polajžer, Alja (Author)
ID Zupančič, Tomaž (Mentor) More about this mentor... New window
Files:.pdf VS_Polajzer_Alja_2013.pdf (3,02 MB)
MD5: B1366E9524DC6209E25E8C75088A64AC
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Oblikovanje prostora je področje likovne vzgoje predšolskih otrok, ki je enakovredno vsem ostalim likovnim področjem, a je v vrtcih še vedno manj prisotno kot risanje ali slikanje. Dejavnosti oblikovanja prostora so zelo pomembne za splošen razvoj predšolskega otroka, saj z njimi spodbujamo razvoj likovnega izražanja in ustvarjalnosti. Z uresničevanjem ciljev področja oblikovanja prostora otroci pridobivajo celostne izkušnje v različnih prostorih, spoznavajo prostorske zakonitosti, razvijajo prostorsko kognicijo, orientacijo v prostoru in se z različnimi likovnimi tehnikami praktično likovno izražajo v prostoru in s prostorom. Z načrtovanjem in izvedbo tematskega sklopa o oblikovanju prostora smo želeli ugotoviti, kateri so kakovostni načini uvajanja določenih likovnih tehnik oblikovanja prostora v večjem merilu za drugo starostno obdobje. S kvalitativno evalvacijo dejavnosti smo ugotovili, da so nekatere likovne tehnike oblikovanja prostora z volno in z večjo kartonasto embalažo otroke, stare 5–6 let, zelo motivirale za praktično likovno delo. Postopke so otroci obvladovali. Hkrati so omogočale obravnavo zahtevnejših prostorskih likovnih motivov in razvoj likovno-ustvarjalne igre. Za oblikovanje prostora v večjem merilu so primerne tako skupna kot skupinska oblika dela, lahko pa oblike dela kombiniramo. Poleg metode praktičnega likovnega dela v jedru je zelo pomembna metoda prikazovanja v uvodnem motivacijskem delu dejavnosti. Za uspešno izvedbo likovnih nalog prostorskega oblikovanja je poleg vzgojiteljevega poznavanja področja potrebna še dobra metodična priprava, priprava zadostne količine materialov, ustreznih pripomočkov in aplikacij.
Keywords:predšolska vzgoja, didaktika likovne vzgoje, oblikovanje prostora
Place of publishing:Maribor
Publisher:[A. Polajžer]
Year of publishing:2013
PID:20.500.12556/DKUM-41093 New window
UDC:373.2:73/76(043.2)
COBISS.SI-ID:20161800 New window
NUK URN:URN:SI:UM:DK:Z1WCQPV5
Publication date in DKUM:07.11.2013
Views:2790
Downloads:434
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
POLAJŽER, Alja, 2013, “PROSTOR, KOT SI GA NAREDIM” - NAČRTOVANJE, IZVEDBA IN EVALVACIJA DEJAVNOSTI S PODROČJA PROSTORSKEGA OBLIKOVANJA V VRTCU [online]. Bachelor’s thesis. Maribor : A. Polajžer. [Accessed 27 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=41093
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Secondary language

Language:English
Title:"SPACE, ORGANIZED THE WAY I WANT IT" - PLANNING, REALIZATION AND EVALUATION OF SPATIAL DESIGN ACTIVITIES IN KINDERGARTENS
Abstract:Creating and designing space is an equal art educational field in pre-school children education which is still less presented in kindergarten (nursery school) as drawing and painting. Creating and designing space activities are of a high importance of general preschool child development which encourages the development of finding the art expression and creativity. Carrying out the creating and designing space goals area, using different art techniques enables the children to gain the complex experiences in different places, finding out law of space, developing space cognition, orienting oneself in a space and practical art expression in and within the space itself. We have wanted to find out the most qualitative ways of implementing significant art techniques of creating and designing space in a larger range of standards for the second part of childhood by planning and carrying out the theme unit of creating and designing space. Within qualitative evaluation we assessed activities and established that art techniques creating the space with wool and larger cardboard package involved the five to six year olds in high motivation of practical art designs and in mastering the procedures as well. At the same time they have enabled the discussion of a more demanding art space motif and developing art creative games. The group itself or group work or the combining of both are suitable for creating and designing space in larger scale standard. Besides teaching methods of practical art design itself there is a very important presentation method in the introductive motivation activity section. To be successful in carrying out spatial design tasks the young children teacher has to master them as well as the methodical planning, gathering of enough material and suitable accessory and applications are needed.
Keywords:pre-school education, art education, spatial design


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