https://doi.org/10.59132/viz/2022/1-2/50-58
Povzetek
V prispevku predstavimo primer inovativnega učnega okolja, ki je v poučevanje na daljavo vneslo aktiven, izkustven in utelešen pristop učenja ter poučevanja s pomočjo umetnosti. V sklopu projekta z naslovom Stik analognega in digitalnega sveta smo razvili model učenja, ki je v ustvarjalnem učnem procesu na daljavo povezoval učence dveh oddelkov petega razreda, dva učitelja, plesnega umetnika in dve strokovnjakinji s področja plesne in lutkovne umetnosti s fakultete. Projekt je nastal v okviru projekta Razvijanje sporazumevalnih zmožnosti s kulturno-umetnostno vzgojo (SKUM), katerega ključni cilj je razvijati didaktične pristope in nove oblike povezovanja vzgojno-izobraževalnega dela z umetniškimi dejavnostmi. Pri učencih so se prednosti tovrstnega pristopa pokazale v doseganju učnih ciljev, razvijanju ustvarjalnosti, pozitivne samopodobe, velike motiviranosti, spoznavanju novih oblik izražanja tako v digitalnem kot analognem okolju, večjem stiku z naravo, s samim seboj in sošolci v času šolanja na daljavo. Delo so starši ocenili kot pozitivno, učitelja sta izstopila iz običajnih pedagoških okvirov. Umetnik je spoznal, da spodbujanje razvoja kompetenc posameznika pelje v spodbujanje kompetenc skupine, katere del je ta posameznik (oddelek, družina, prijatelji).
Abstract
Distance Education with the Aid of Artistic Activities – the Screen, the Body, Emotions and Creativity
This article presents a case of an innovative learning environment, whose contribution was an active, empirical and sensory approach to teaching and learning through art. When the Analogue and the Digital Meet is a model of creative learning and teaching developed as part of the project Developing Communication Competences through Cultural-Art Education (SKUM), whose key objective is to develop didactic approaches and new forms of links between educational institutions and artistic activities. It connected two Year 5 classes, two teachers, a professional dance artist, and two faculty experts in dance art and puppetry. During distance education, the pupils benefitted from this approach in several ways: by meeting the learning objectives, developing creativity, building a positive self-image, improving levels of motivation, discovering new forms of self-expression in both the digital and analogue environments, and keeping more in touch with nature, themselves and their classmates. Breaking away from conventional pedagogical concepts earned the teachers high ratings among the parents. The artist, too, realized that increasing the levels of competences of an individual within a group enhances competences of the group as a whole, be it a class, a family or friends.