https://doi.org/10.59132/viz/2026/2-3/35-41
Prispevek empirično preverja zastopanost skupnih ciljev podpodročja kultura in umetnost v prenovljenih slovenskih osnovno- in srednješolskih učnih načrtih ter katalogih znanja. S kvantitativno vsebinsko analizo prenovljenih kurikularnih dokumentov smo ugotovili, da skupne cilje tega podpodročja nesorazmerno prevzemajo umetnostni predmeti in program umetniške gimnazije, medtem ko jih večina splošnih predmetov vključuje le nesistematično ali sploh ne. V osnovni šoli prednjačita glasbena in likovna umetnost, v splošni in klasični gimnaziji izstopa zgodovina. Umetnostna gimnazija pokriva daleč največji delež vseh umestitev med usmerjenimi gimnazijami. V katalogih znanja za poklicno in strokovno izobraževanje so skupni cilji kulture in umetnosti zastopani najskromneje. Med posameznimi skupnimi cilji prevladuje raziskovanje in spoznavanje kulture in umetnosti, medtem ko je cilj izražanja v umetnosti/z umetnostjo zastopan najmanj. Ugotovitve kažejo, da skupni cilji kulture in umetnosti v kurikularni prenovi ostajajo v domeni umetnostnih predmetov.
Abstract
Common Goals of Culture and the Arts in the Renewed Curriculum
This paper empirically examines the representation of common cross-curricular goals in the sub-domain of culture and arts within the renewed Slovenian primary and secondary school curricula and vocational knowledge catalogues. Through quantitative content analysis of the renewed curricular documents, the study finds that these goals are disproportionately carried by arts subjects and the arts gymnasium programme, whilst the majority of general subjects include them only unsystematically or not at all. In primary school, music education and visual arts lead by a considerable margin, whilst in general and classical secondary education, history stands out. the arts gymnasium accounts by far for the largest share of all inclusions amongst the specialised secondary programmes. In the knowledge catalogues for vocational and professional education, common culture and arts goals are least represented. Amongst the individual common goals, exploring and understanding culture and arts is the most frequently represented, whilst the goal of artistic expression is the least so. The findings suggest that common culture and arts goals within the curricular reform remain confined to the domain of arts subjects.