Kurikularna prenova slovenske likovne vzgoje v osnovni šoli z vidika nekaterih sestavin evropske kompetence kulturne zavesti in izražanja (prevod prispevka)
Abstract
Eno izmed pomembnih izhodiÅ¡Ä zadnje kurikularne prenove v Sloveniji, ki je zajela sistemska vpraÅ¡anja vzgoje in izobraževanja (Bela knjiga, 2011) in uÄne naÄrte za obvezne predmete v osnovni Å¡oli, je dejstvo, da je Slovenija integrirana v Evropo, zato naj bi v vzgojo in izobraževanje vkljuÄili tudi razvijanje temeljnih evropskih kompetenc. Ena teh je kulturna zavest in izražanje, ki je bila pri nas do zdaj predmet obravnave bolj v okviru kulturne kot pa Å¡olske politike. Namen prispevka je kritiÄno analizirati kurikularno prenovo likovne vzgoje, v okviru katere se z vidika nekaterih sestavin kompetence kulturne zavesti in izražanja predvideva, da uÄenec usvoji znanje o likovni umetnosti, razvije zmožnost doživljanja likovnih umetnin in oblikuje ustvarjalen odnos do likovne umetnosti in (umetnostne) dediÅ¡Äine. Ker je izhodiÅ¡Äe in cilj kurikularnega spreminjanja kurikulum, sva pri analizi izhajali iz teorij kurikuluma in ne likovnopedagoÅ¡kih teorij, ki so pretežno okvirjale dozdajÅ¡nje poskuse analize kurikuluma. KritiÄen razmislek o kurikularni prenovi likovne vzgoje v osnovni Å¡oli z vidika nekaterih sestavin kompetence kulturne zavesti in izražanja sva tako naredili s primerjavo uÄnih naÄrtov na podroÄju umetnosti oziroma estetske vzgoje, in sicer sva likovno vzgojo primerjali z glasbeno vzgojo in s književnostjo v okviru slovenÅ¡Äine. Kvalitativna analiza je pokazala, da uÄni naÄrt za likovno vzgojo kljub prenovi ne udejanja izbranih sestavin
kompetence kulturne zavesti in izražanja, vzroke pa gre pripisati predvsem njegovi konceptualni strukturiranosti. Likovna vzgoja se osredotoÄa na likovno ustvarjanje, spoznavanje likovne umetnosti pa je zanemarjeno podroÄje. Združevanje predmetov na podroÄju umetnosti v Å¡oli, ki ga predlaga Bela knjiga, zaradi obstojeÄega modela likovne vzgoje niti ni mogoÄe, analiza pa je s praktiÄnega vidika odprla tudi vpraÅ¡anje znanja in kompetenc uÄiteljev.
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