Pristop k poučevanju likovne umetnosti za otroke s primanjkljaji na posameznem učnem področju ; Teaching approach in visual arts for children with learning deficits in specifics subject

Skozi likovno umetnost se učenci učijo, sproščajo, izražajo svoja čustva, misli in občutja. Torej se povezuje učencev emocionalni, socialni in estetski razvoj z likovnim izražanjem in pridobivanjem znanj o likovnih pojmih in njihovih zakonitosti. Likovne naloge, ki jih rešujejo otroci v šolah, izhajajo iz učnih ciljev, kateri stremijo k celostnemu razvoju otroka na afektivnem, kognitivnem in psihomotoričnem področju. V prvih letih likovnega pouka je pogosto tehnika pogojevala izbiro likovnega motiva in iz nje je izhajala likovna naloga. Izhodišče likovnega ustvarjanja pri pouku so bila torej sredstva, ki so jih učenci in učitelji imeli na razpolago. Zato so se učni cilji in smotri bolj kot na afektivno in kognitivno navezovali na psihomotorično področje učenčeve osebnosti, nekateri pa so imeli tudi vzgojno konotacijo. Otroci s primanjkljaji na posameznem učnem področju so otroci, ki ob normalni inteligentnosti razodevajo motnje v enem ali več osnovnih duševnih procesih. Značilno za večino teh otrok je, da nimajo težav pri vseh učnih predmetih in tudi te težave niso vedno enake, temveč nihajo. Velikokrat si mislimo, da se pri likovni umetnosti težave ne morejo pojaviti, vendar ne smemo pozabiti na otroke, ki imajo težave z gibanjem, koordinacijo, organizacijo in orientacijo, kar se kaže tudi pri likovnem ustvarjanju. V magistrski nalogi smo raziskovali načine prilagoditev pri pouku likovne umetnosti za otroke s primanjkljaji na posameznih področjih učenja. V prvem delu, ki predstavlja teoretično izhodišče, smo predstavili Zakon o usmerjanju otrok s posebnimi potrebami, definirali otroke s posebnimi potrebami in postopek usmerjanja. Prav tako smo se poglobili v definicijo otrok s primanjkljaji na posameznem učnem področju, učenci s specifičnimi učnimi težavami in raziskali pojem dispraksija. Osredotočili smo se na prilagoditve za otroke z učnimi težavami in povezavo le-teh s poukom likovne vzgoje in učnim načrtom. Z anketnim vprašalnikom smo v empiričnem delu ugotavljali, kako se učitelji zavedajo, da otroci, ki imajo težave na enem učnem področju, lahko imajo težave tudi na drugem področju, ali se ti primanjkljaji kažejo tudi na likovnem področju in kakšna izhodišča učitelji uporabljajo za prilagoditve pri pouku likovne umetnosti za otroke s primanjkljaji na posameznem učnem področju. Rezultati so pokazali, da imajo učenci s primanjkljaji na posameznem učnem področju največ učnih težav pri matematiki, slovenščini in likovni vzgoji. Največje težave so pomanjkanje pozornosti, težave pri razumevanju besedil in navodil, težave s koordinacijo in motoriko, težave s pomnjenjem in z logiko, težave s samopodobo in nižje intelektualne sposobnosti. Učitelji učencem prilagodijo likovni pouk tako, da jim dajo enostavnejšo likovno nalogo, več navodil in podaljšajo jim čas za dokončanje likovne naloge. Največ težav se pojavlja pri izvedbi likovnih tehnik s področja slikanja in kiparstva. Najpomembnejša ugotovitev, ki jo je pokazala raziskava magistrskega dela, pa je, da učenci, ki imajo težave na enem področju, imajo velikokrat težave tudi na drugem področju. ; Through visual arts pupils learn, relax, and express their emotions, thoughts and feelings. With artistic expression and acquiring knowledge about art concepts and their laws, pupil's emotional, social and aesthetic development is connected. The artistic tasks solved by children in schools, derive from the learning goals that strive towards the child's overall development in an affective, cognitive and psychomotor field. In the first years of art class, the technique often conditioned the choice of an artistic motif, and the artwork derived from it. The starting point for artistic creation in the classroom was therefore the means that pupils and teachers had at their disposal. Therefore, the learning goals and objectives were more than affectively and cognitively related to the psychomotor field of the pupil's personality, and some also had an educational connotation. Children with deficiencies in a particular learning field, are children, who with normal intelligence, reveal disorders in one or more basic mental processes. For most of these children it is typical, that they do not have problems with all teaching subjects, and these problems are not always the same, but they fluctuate. We often think that problems cannot arise in visual arts, but we must not forget about children, who have problems with movement, coordination, organization and orientation, which is also evident in artistic creation. In the master's thesis, we studied the ways of adjusting for visual arts classes, for children with deficiencies in individual areas of learning. In the first part, which represents the theoretical starting point, we introduced a law on the guidance of children with special needs, defined children with special needs and the process of placement of children with special needs. We have also embarked on the definition of children with deficiencies in a particular learning field, students with specific learning difficulties and explored the concept of dyspraxia. We focused on adjustments for children with learning difficulties and their connection with arts education classes and curriculum. For the empirical part we used a questionnaire and aimed at assessing, how much teachers are aware, that children, who have problems in one field of study, may have problems in another field ; whether these deficits are also reflected in the arts field and what are the starting points for teachers to adapt their teaching of visual arts for children with deficiencies in a particular field of study. The results showed that pupils with deficits in a particular learning field, have the most learning problems in mathematics, Slovene language subject and arts education. The biggest problems are lack of attention, difficulties in understanding texts and instructions, problems with coordination and motor skills, problems with memory and logic, problems with self-image and lower intellectual abilities. Teachers adjust their arts classes by giving them simpler tasks, more instructions, and extending the time to complete the artwork. Most problems arise in performing art techniques in the field of painting and sculpture. The most important finding, which was shown by the research of the master's thesis is that pupils, who have problems in one field often have problems in other fields as well.