Podobnik, Uršula
A.186 | Wednesday, 18 July 2007, 16:00 - 16:30, Room A2
Individualization within visual art education
There is high degree of creativity skills for very different situations demanding from every single individual and since the individuality plays an important part in that matter, we’ve found the individualization as the teaching accession as one of most useful and effective options at visual art learning process. The individualization enables to pupils with different art-expressive potentials to access to the exposed art-learning problem through their own perception, subjective experiences and characteristic art-expressing inclinations. Present research was based on the art-expressing types (exposed by Bogomil Karlavaris, 1991), which make the differences between pupils’ art expression survey and illustrative and it enables to art teacher the use of proper modification of the main art expressing contents to every single pupil in accordance to his needs, capabilities, inclinations and talents. As we tried to represent the possibility of using the art-expressing types for implement the individualization into the art education process, we exposed two basic areas of art-expressing types: the art ability area (visually, imaginative, rational, emotional, sensitive, memorial and technical art-expressing types) and the inclination to art-expression instruments area (colouristic, graphical, spatial, analytic, decorative, constructive and impulsive art-expressing types). As the researching method the pedagogic experiment was used and the analyses of research data showed that individualization based on art-expressing types has rather good influence on increasing pupils’ visual art creativity level and it also increases their motivation for art expressing. That kind of individualization makes the art expressing process more conform to individual needs, inclinations and talents and as such gives him/her the possibility of being unique and successful in the same time.
print page back to selective list