Mjesto srednjoškolskog predmeta Likovna umjetnost u obrazovnom sustavu RH. Analiza satnice i nastavnog plana i programa

Turković, Martina. (2013). Mjesto srednjoškolskog predmeta Likovna umjetnost u obrazovnom sustavu RH. Analiza satnice i nastavnog plana i programa. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Art History. [mentor Dulibić, Frano].

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Abstract

The role of art in education has been undergoing a notable increase in importance over the last few decades as the manifold benefits it offers in the development of a person’s skills and abilities have been noted. Education in art facilitates mental, creative, spiritual, sensory, emotional, social and physical development of pupils. This work attempts to review in detail the position of the high school subject Art History in the Croatian education system based on an analysis of the curriculum and schedule. The introduction gives a tour of the historical development of art education in Croatia and the world with special notice of the new evaluation of art in modern education. Nowadays the new status of art is reflected in the activity of the numerous international organizations which strive to highlight the role of art in the quality of education and there are many examples of countries in the world which give their art education a significant place within the national curriculum. The analysis of the curriculum of the subject Art History in gymnasium, art and vocational secondary schools shows that the organisation of art history teaching is obsolete in many ways and is not in line with the European educational system. The curriculum is compared to the Nacionalni okvirni kurikulum (national curriculum) and its goals in the domain of art, which presupposes a different method of evaluating art in line with the new curricular approach to education planning, even though the new national curriculum has not as of yet been enforced so there is a noted lack of confirmation of its efforts. Lastly we note the interdisciplinary nature of the subject Art History which should be given a greater role in teaching as to facilitate the quality of adoption of formal knowledge.

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