https://doi.org/10.59132/viz/2022/1-2/8-17
Povzetek
V članku prikazujemo, kako smo se v projektu Razvijanje sporazumevalnih zmožnosti s kulturno umetnostno vzgojo (SKUM) odzvali na zaznane probleme vrtcev in šol ob prehodu na izobraževanja na daljavo ter ob ponovnem odpiranju vrtcev in šol. Temeljnim ciljem projekta (razvoj sporazumevalnih zmožnosti otrok in mladostnikov, razvoj novih didaktičnih pristopov, ki izhajajo iz različnih umetniških praks, ter širitev inovativnih in odprtih učnih okolij, ki ga zagotavlja sodelovanje vzgojno-izobraževalnih ustanov z umetniki in s kulturno-umetniškimi ustanovami) smo dodali cilje v povezavi z lajšanjem težav, ki jih je otrokom in mladostnikom povzročilo šolanje na daljavo. S primeri umetniških projektov pokažemo, kako smo pomagali vzpostavljati vrstniški socialni prostor z dejavnostmi, ki zahtevajo sodelovanje med vrstniki in odraslimi, spodbujali kreativno rabo IKT, kontekstualizirali učne cilje in vsebine, učne vsebine povezali z učenjem v realnem okolju, dosežke projektov pa predstavili širši javnosti v lokalnem okolju. Prikazane projektne aktivnosti spremljajo tudi ugotovitve sprotnih evalvacij.
Abstract
Education During the Pandemic Necessitates the Development of Innovative Learning Environments: Art Integrated Education
This article looks at the response of the participants in the project Developing Communication Competences through Cultural-Art Education (the Slovenian acronym: SKUM) to the problems which kindergartens and schools encountered during the transition to distance education and at the time of the reopening of schools. In addition to the main objectives of the project (raising the level of communicative abilities of children/adolescents, developing novel didactic approaches based on various artistic practices, developing links between educational institutions, artists, and cultural institutions in the direction of expanding innovative and open learning environments), collective efforts were directed towards easing the problems that children/adolescents were faced with due to distance education. These art projects offer an insight into how peer-to-peer social spaces were created by means of activities that encourage effective peer and adult collaboration. Furthermore, these activities promoted the creative use of ICT, contextualised learning outcomes and content, and related the learning content to real-life situations. In the end, the accomplishments were presented to the public in local communities. The summaries of the project activities are accompanied by the findings of periodic reviews.