Izvleček
Družba vse bolj spodbuja težnjo do varovanja okolja, povečuje se nabor okoljevarstvenih vprašanj in problemov. Da lahko ustrezno ukrepamo, moramo imeti potrebna znanja, ki jih odrasli lažje pridobimo preko medijev, literature, izobraževanj ipd. kot otroci, ki tovrstno zavest razvijajo preko vzgoje, tako doma kot v osnovni šoli. Učitelji, ki učence usmerjajo in spodbujajo njihovo občutljivost in kritičnost do okolja, so velikokrat v dilemi, kako naj to storijo. Pouk likovne umetnosti ponuja različne možnosti za postopen razvoj ekološke ozaveščenosti učencev. Pri tem si lahko uspešno pomagamo z vključevanjem sodobne likovne umetnosti v pouk likovne umetnosti. Z ustrezno izbranimi umetniki, umetniškimi deli in njihovimi nameni z izbranim likovnim gradivom, ob interpretaciji ali likovnem motivu lahko učencem predstavimo določeno ekološko problematiko. Učenci, ki se bodo na to čustveno odzivali, bodo pridobivali ekološke izkušnje, jih ozavestili in ponotranjili ter s tem krepili svojo ekološko zavest. V članku je predstavljen primer vključevanja sodobne likovne umetnosti v pouk likovne umetnosti v prvem razredu osnovne šole.
Abstract
Developing Eco-Consciousness in Pupils during Arts Education
Society is increasingly promoting the tendency to protect the environment; the number of environmental issues and problems is increasing. In order to be able to take appropriate action, we must possess the required knowledge, which adults can more easily obtain through media, literature, training programmes, etc. than children, who develop such a consciousness through education, both at home and in primary school. Teachers who guide their pupils and promote their sensitivity to and criticism of their own environment often face the dilemma as to how to achieve that. Arts education provides various possibilities and a space in which we can gradually develop the eco-consciousness of pupils. Helping us to do so is the incorporation of contemporary art into arts education. By appropriately selecting the artists, works of art and their intentions, through the selected art material, through interpretation, or through the motif we can present a specific ecological issue to the pupils. The pupils who will have an emotional response to this, will gain ecological experience, which they will make as conscious and internalised as possible, thus building their eco-consciousness. The article presents a practical example of incorporating contemporary art into arts education in the first grade of primary school.