| Abstract | Cilj rada jest otkriti mogućnosti koje nudi tehnika grataž u likovnom izražavanju i stvaranju učenika primarnog obrazovanja. Grataž kao likovna tehnika ne nalazi se u kurikulumu za likovnu kulturu učenika primarnog obrazovanja kao preporučena tehnika za ostvarivanje odgojno-obrazovnih ishoda. Iako se u školama grataž najčešće izvodi pastelom te crnim tušem i crnom temperom, u ovom radu prikazani su različiti pristupi tehnici. Rad se sastoji od dva dijela: teorijskog i praktičnog. Teorijski dio bavi se prvom pojavom tehnike grataž te njezinim pojmovnim određenjem. Praktični dio prikazuje pet nastavnih jedinica. U svakoj nastavnoj jedinici prikazan je različit pristup tehnici. U prvoj nastavnoj jedinici izvedenoj u prvom razredu prikazan je već spomenuti način izvođenja tehnike, ujedno i grataž koji se najčešće izvodi u školama, a to je pastela kao prvi sloj i mješavina crne tempere i crnog tuša kao gornji pokrov. U drugoj nastavnoj jedinici mijenja se boja tempere i tuša, umjesto crne koristi se plava tempera i plavi tuš. Za treću nastavnu jedinicu korišten je papir u boji na koji se nanosio prozirni vosak, a gornji pokrov činila je mješavina crne tempere i crnog tuša. U četvrtoj i petoj nastavnoj jedinici prikazana je mogućnost kombiniranja tehnike grataž s drugim likovnim tehnikama. U četvrtoj nastavnoj jedinici grataž je poslužio kao pozadina slikarskoj tehnici akvarel. U petoj nastavnoj jedinici kombinirane su tri likovne tehnike, gdje su slikarske tehnike akvarel i pastel korištene za prikaz pozadine dominantnom dijelu djela grataž. Za izvedbu svih nastavnih jedinica bilo je potrebno 90 minuta, odnosno dva školska sata. Izbor motiva u potpunosti je slobodan, nastavne jedinice izvođene su prema promatranju, nakon promatranja, prema zamišljanju i prema izmišljanju. Većini učenika to je bio prvi doticaj s likovnom tehnikom grataž. U radu je izdvojeno 15 učeničkih radova na kojima je napravljena tematska, likovnojezična, likovno-tehnička i analiza obilježja kreativnog mišljenja. Rezultati rada, u ovom slučaju učenički radovi, prikazali su snalaženje većine učenika u tehnici kao i njihovo zanimanje za tehniku te pozitivan utjecaj na njihovo likovno izražavanje i stvaranje. |
| Abstract (english) | The aim of this paper is to explore the possibilities offered by the technique of sgraffito in the artistic expression and creation of primary education students. Sgraffito as an art technique is not included in the curriculum for visual culture for primary education students as a recommended technique for achieving educational outcomes. Although sgraffito is most often executed in schools using pastels, black ink, and black tempera, this paper presents various approaches to the technique. The paper consists of two parts: theoretical and practical. The theoretical part deals with the first appearance of the sgraffito technique and its conceptual definition. The practical part presents five teaching units. Each teaching unit showcases a different approach to the technique. In the first teaching unit, conducted in the first grade, the aforementioned method of execution is presented, which is also the sgraffito most commonly performed in schools, with pastel as the first layer and a mixture of black tempera and black ink as the top cover. In the second teaching unit, the color of the tempera and ink is changed, using blue tempera and blue ink instead of black. For the third teaching unit, colored paper was used, on which transparent wax was applied, and the top cover consisted of a mixture of black tempera and black ink. The fourth and fifth teaching units demonstrate the possibility of combining the sgraffito technique with other art techniques. In the fourth teaching unit, sgraffito served as the background for the aquarelle painting technique. In the fifth teaching unit, three art techniques were combined, where aquarelle and pastel techniques were used to depict the background of the dominant part of the sgraffito. Each lesson took 90 minutes to complete, which is equivalent to two school periods. The choice of motifs was entirely open, with teaching units conducted based on observation, imagination, and invention. For most students, this was their first encounter with the sgraffito art technique. The paper showcases 15 student works, which were analyzed thematically, visually-linguistically, technically, and for characteristics of creative thinking. The results of the work, in this case, student works, demonstrated the majority of students proficiency in the technique, their interest in the technique, and its positive impact on their artistic expression and creation. |
