Komparativna analiza udžbenika i priručnika iz likovne umjetnosti za četvrti razred srednje škole

Cecelja, David. (2013). Komparativna analiza udžbenika i priručnika iz likovne umjetnosti za četvrti razred srednje škole. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Art History. [mentor Dulibić, Frano].

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Abstract

The theme of Undergraduate thesis is a comparative analysis of history of art textbooks and manuals in fourth grade of high school. This paper compares six textbooks and in its analysis a National Curriculum Framework, Curriculum, Textbook standard (2011) and Test catalogue for the state graduation (2012/2013) has been consulted. Undergraduate thesis is divided into two parts. The first part deals with the Textbook standard (2011) and its requirements as an introduction to the analysis of considered textbooks which will be conducted. Textbooks are analysed through all the parameters specified by the Textbook standard (2011), but the greater emphasis is given to the analysis of didactic and methodical adaptation and visual and graphic adaptation of textbooks. The second part of Undergraduate thesis is dedicated to the analysis of specific content units in the considered textbooks, and the chapters Cubism and Fluxus are elaborated as a whole. The aim of this Undergraduate thesis was to comparatively analyse textbooks and to point out disadvantages of certain textbooks in relation to others, but also their benefits. All the textbooks that have been so far prescribed by the Ministry of Science, Education and Sports were included in the analysis, all together six textbooks by various authors. Special attention was given to the Methodological standards and requirements and Visual graphic requirements and standards prescribed by Textbook Standard (2011). The conclusion is that the authors should pay more attention to connecting the material of the textbooks with other scientific disciplines. Thus, they should adjust textbooks with the requirements of modern educational strategies according to which materials should be considerably adjusted to students. Lastly, analysis shows that current textbooks are insufficiently adapted to the requirements of the Textbook Standard (2011) and that there is a room for improvement in almost all aspects.

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