| Abstract | Svako dijete ima predispoziciju za kreativno likovno izražavanje, bez obzira na psihofizičke različitosti, no potrebno ju je otkrivati, poticati i razvijati pa prema tome odgojitelji uz roditelje, učitelje i pedagoge imaju važnu ulogu u tome procesu. Vrijednost kod likovnog izražavanja djece nije u tome da znaju nešto naslikati ili nacrtati tako da to bude prepoznatljivo, već je važno da ono primjećuje, pronalazi i otkriva svijet koji ga okružuje. Da bi se dijete moglo likovno izraziti, potrebni su određeni materijali i tehnike koje omogućuju slobodno izražavanje u skladu s dobi, karakterom i sklonostima djeteta.
U ovom završnom radu, osim što se općenito govori o slikarskim tehnikama, posebno se osvrće na tehnike koje se najčešće koriste u predškolskim ustanovama tijekom likovnih aktivnosti i koje su pogodne u likovnom radu s djecom predškolske dobi. U radu se navode i faze likovnog razvoja kod djece koje je važno poznavati i razumjeti da bi se što bolje moglo shvatiti i interpretirati dječje likovne radove te u skladu s tim poticati dječju kreativnost.
U glavnome dijelu rada govori se o praktičnoj uporabi dviju slikarskih tehnika. Tako se opisuju i analiziraju provedene likovne aktivnosti u dječjem vrtiću „Cipelica“ i to u istoj starijoj dobnoj skupini, zatim motivacija putem analize likovnog djela Pabla Picassa „Glava žene“ te realizacija likovnih aktivnosti. Istražuje se kako su djeca reagirala na različite slikarske tehnike – tempere koje su bile ponuđene u prvoj likovnoj aktivnosti i kolaž-papir u drugoj likovnoj aktivnosti.
Cilj ovog završnog rada bio je i analizirati zainteresiranost u pristupu djece navedenim likovnim aktivnostima te utvrđivanje eventualne sklonosti prema jednoj od upotrjebljenih tehnika, a s obzirom na motivaciju kubističkim (Picassovim) likovnim djelom. |
| Abstract (english) | Each child has a disposition for creative visual expression, regardless of the psychophysical differences, which needs to be discovered, encouraged and developed, and parents, teachers and educators are the ones who play an important role in this process. The true value of a child's artistic expression does not lie in the fact that they can paint or draw in such a way that their work is recognizable; what is most important here is that the child notices and discovers the world around them. In order for a child to express themselves artistically, certain materials and techniques are needed to allow for the free expression according to their age, character and preferences.
This thesis, apart from the fact that it generally refers to painting techniques, is particularly concerned, firstly, with the techniques most commonly used in preschool institutions during visual arts activities, and secondly, with the techniques that are suitable for visual arts activities with preschoolers. The paper also addresses the stages of artistic development in children, which we need to be aware of and understand in order to comprehend and interpret a child's artwork and encourage their creativity.
The main part of the paper deals with the practical use of two painting techniques. In this part I describe and analyze the activities carried out in the same age group in kindergarten "Cipelica", the motivation by analyzing Pablo Picasso’s "The Head of a Woman" and the realization of artistic activities. This part also explores how children respond to different painting techniques – tempera painting, which has been used in the first visual arts activity, and collage-paper, used in the second activity.
The aim of this thesis is also to analyze children’s interest in the aforementioned visual arts activities as well as to determine a tendency towards one of the techniques used, based on the motivation triggered by a Cubist (Picasso’s) art piece. |
