| Abstract | Čovjek doživljava svijet cijelim svojim bićem. Svojim osjetilima, perceptorima, psihom; pamćenjem, mišljenjem, emocijama te vlastitim postupcima. Ti doživljaji oplemenjuju naše poznanstvo o svijetu i samima sebi. Svaka osoba izražava svoje doživljaje na drugačiji, autentičan način. Mnogi umjetnici svoje doživljaje, viđenje svijeta i okoline, izražavaju kroz različite medije: glazbu, ples, hranu, pisanu riječ, figure ili pak boju. Budući da smo okruženi bojama od malih nogu, boja je jedan od zastupljenijih medija za izražavanje doživljaja kod likovnih umjetnika. Bojom se može predočiti tuga, bol, jastvo, veličina, strah, užasavanje, histerija, ushićenje i neopisiva sreća i sve to na jednom platnu. Iako doživljaj pripada pojedincu, kroz povijest, društvo i kultura su uspjeli određenim doživljajima “pripisati” boje. Tako nam je plava postala uobičajena boja za tugu, dok crvena u nama navodno budi strast i diže temperature tijela, a zelena nam je svima postala poznata kao zavist. Bez obzira na tu kolektivnu odredbu doživljaja i boja, ljudi su dalje sposobni samostalno izraziti vlastite doživljaje, pogotovo djeca. Djeca općenito imaju komplikacija pri verbalnom izražavanju doživljaja, pogotovo osjećaja. Iz tog razloga nesputano se okreću likovnom izražavanju tih doživljaja, koristeći linije, oblike, figure ili boje. Djeca kroz likovno izražavanje doživljaja razvijaju svoju kreativnost, rješavaju se negativnih osjećaja, povezuju se sa svojom psihom te emocionalno sazrijevaju.
Cilj ovog rada istražiti kojim bojama i kako učenici primarnog obrazovanja izražavaju određene doživljaje. Istraživanje je provedeno u svim razredima primarnog obrazovanja, od prvog do četvrtog. Koristile su se različite tehnike poput: tempera, akvarela i uljanih pastel, to jest tehnike koje sadržavaju boju. Motiv je uvijek bio nevizualan (doživljaj), koji je bio predočen putem teksta u motivacijskom dijelu sata. Svi radovi su rađeni individualnim oblikom rada. U radu je prvo iznesen teorijski dio koji podupire istraživanje, zatim praktični dio te analiza samih radova. Nekolicina učeničkih radova analizirana je likovno-jezičnom i likovno-tematskom analizom. Kriteriji obuhvaćaju i uspješnost u ostvarenju postavljenih obrazovnih i odgojnih zadaća. |
| Abstract (english) | Man experiences the world with his whole being. With his senses, perceptors, psyche; by memory, and thinking, emotions, and one's own actions and actions. These experiences enrich our knowledge of the world and ourselves. Everyone expresses their experiences in a different, authentic way. Many artists express their experiences, views of the world, through various media: music, dance, food, the written word, figures or color. Since we are surrounded by colors from an early age, color is one of the most prevalent media for expressing experiences in fine artists. The color can represent sadness, pain, self, greatness, fear, horror, hysteria, delight and indescribable happiness, all on one canvas. Although the experience belongs to the individual, throughout history, society and culture have managed to "attribute" colors to certain experiences. Thus, blue has become our usual color for sadness, while red in us supposedly awakens passion and raises body temperatures, and green has become known to all of us as envy. Regardless of this collective provision of experience and color, people are still able to express their own experiences independently, especially children. Children generally have complications in verbally expressing experiences, especially feelings. For this reason, they freely turn to the artistic expression of these experiences, using lines, shapes, figures or colors. Through the artistic expression of experiences, children develop their creativity, get rid of negative feelings, connect with their psyche and mature emotionally.
The aim of this paper is to investigate what colors and how primary school pupils express certain experiences. The research was conducted in all grades of primary education, from the first to the fourth. Various techniques were used such as: tempera, watercolors and oil pastels, that is, techniques that contain color. The motif was always non-visual (experience), which was presented through text in the motivational part of the lesson. All artistic works were done with an individual form of work. The paper first presents the theoretical part that supports the research, then the practical part and the analysis of the artistic works. Several student works were analyzed by art-language and art-thematic analysis. The criteria also include success in accomplishing the set educational and upbringing tasks. |
