Povzetek
Sposobnost likovnega opazovanja sveta in urjenje v specifičnem likovnem gledanju je temelj likovnega jezika in temelj branja vsake slike, naj bo ta realistična ali abstraktna. V svojih opazovanjih in na podlagi konkretnih likovnih nalog, opisanih v članku, ugotavljam, da teh sposobnosti z učenci ne poglabljamo dovolj. Otroci so zelo vezani na motiv, na predstavnost. Šele ko likovno spregledajo, so se tudi sami sposobni izražati z abstraktnimi likovnimi sredstvi. Ta preskok pa dosežemo z namenskim opazovanjem in razčlenjevanjem videnega – preden učenci kar koli storijo na papirju, morajo razmišljati likovno. Prav tako je poglabljanje sposobnosti za vizualne predstave in občutljivosti za izraznost barv in oblik ključnega pomena, če želimo, da učenci ali dijaki kritično razumevajo abstraktno umetnost. V članku opisujem tri likovne akcije. Prva je postopna in delna abstrakcija, ki se ukvarja s postopnim prehajanjem iz realistične v abstraktno risbo. Druga je čista abstrakcija ali črte, ki nič ne pomenijo, ki se ukvarja z osredotočanjem na doživetje med slikanjem abstraktne slike. Tretja likovna akcija pa je povezovanje umetnosti in vrednot, pri kateri učenci uporabijo abstraktni simbol črtne kode kot likovni element z močnim pomenskim ozadjem.
Abstract
From Bull to Shape or How to Read (a Painting) in an Abstract way and use Abstract terms
The ability to observe the world artistically and the practising of a specific artistic viewpoint is the foundation of the artistic language and the foundation for reading any painting, be it realistic or abstract. In my observations and based on the actual art assignments described in this article, I have discovered that we do not develop such abilities enough in our students. Children rely greatly on the motif, on representation. Only after they start looking at things artistically are they capable of expressing themselves through abstract artistic means. We can achieve this leap by purposely observing and analysing the visual – before students do anything on paper, they must start thinking artistically. Furthermore, deepening the ability of visual perception and sensitivity to the expressiveness of colours and shapes is of key importance if we wish for primary or secondary school students to critically understand abstract art. The article describes three artistic actions. The first one is gradual and partial abstraction, which deals with the gradual transition from a realistic to an abstract drawing. The second one is pure abstraction or lines that mean nothing, which deals with focusing on the experience while painting an abstract painting. The third artistic action is the integration of art and values, in which students use the abstract symbol of a bar code as an artistic element with a powerful meaning behind it.