Komparativna analiza udžbenika iz likovne umjetnosti za prvi razred srednje škole

Dretar, Sanja. (2014). Komparativna analiza udžbenika iz likovne umjetnosti za prvi razred srednje škole. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Art History. [mentor Nestić, Jasmina].

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Abstract

The subject of this paper is a comparative analysis of Art history textbooks for the first grade of Croatian high school system. The paper analyzes three Art history textbooks approved for the 2014/2015 school year. The comparative analysis was undertaken according to regulations and requirements of the Textbook Standard, the Art history high school curriculum, educational outcomes and visual examples of the Examination Catalogue, as well as the objectives and educational tasks of the National Curriculum Framework. Textbooks are analyzed individually according to the Textbook Standard, and the emphasis is put on the analysis of didactic and methodical requirements, visual and graphic requirements and on their compliance with the high school curriculum for Art history, as well as with the pedagogical and psychological requirements of the Textbook Standard. In the second part of the paper, textbooks are analyzed comparatively and according to the specific content areas of the curriculum: Color, Sculpture (mass and space), Urbanism and Photography. The comparative analysis displays advantages and disadvantages of the presented textbooks. They do not fully comply with the Textbook Standard. There is room for improvement in almost all approved textbooks; especially in adapting visual and graphic content by increasing the quality and quantity of reproductions, increasing the amount of interdisciplinary content in Art history classes, connecting the content with other school subjects and adapting Art history textbook contents to multiple levels of complexity according to students’ different abilities and skills. Textbooks should comply with the requirements of modern teaching and teaching methods which put students and their skills and interests in the center of the teaching process. The quality of teaching depends on the quality of teaching resources. Textbooks define the direction, organization and concept of teaching and learning; therefore, it is important to define and follow textbook standards because they directly affect the quality of teaching.

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