Approach to carrying out art lessons in the class stage of primary school

摘要

In the first part of my diploma thesis, art education in the first five grades of primary school is defined. It is also focused on the learning objectives and various ways of carrying out art classes. Attention is given to the ways of implementing lessons according to lesson plans designed for art classes originating from art tasks. The stress is placed on the intertwinement of theoretical and practical activities during the lesson taking into account that both aspects influence the development of a learner’s artistic talents, abilities and skills. Diverse influences on the learner’s accomplishments and competence through motivation, activity, participation, skillfulness, comprehension of art concepts and originality through artistic expression are also dealt with.ududThe second part includes two art assignments that differ in the baseline for the design of an art problem and the analysis of the learner’s results. An art concept is the starting point for the design of an art task with the first assignment and an art motif with the second one. It has been established which of the two approaches motivates and activates the learner in a more effective way; furthermore, it has also been found out in which part of the lesson there was the highest number of motivated and active learners, with which approach the learners exhibit most originality, what abilities they display and also what their comprehension of art concepts is like. ududThe results show that there have been no major differences in motivation, activity and originality when it comes to portraying artistic motifs, skilful applications of art materials and comprehension of art concepts. The only difference was in the ways of carrying out the art class. It has been shown that the highest number of very motivated learners occurred in the middle part of the lesson with the first task, and in the introductory part of the lesson concerning the second task. The highest number of really active students occurred during the introductory part of both tasks. From the finished products it can be seen that most of the students grasped the art concepts and have portrayed a lot of imagination and spontaneity while creating and designing their work. From that point of view, the learners’ readiness for quick and consistent implementation of artistic tasks can also be determined.ud