Optička umjetnost kao poticaj likovnom stvaralaštvu učenika u primarnom obrazovanju

master's thesis

• Title (english): Optical Art as an Incentive for the Artistic Creation of Students in Primary Education
• Author: Biserka Fruk
• Mentor: Ivana Gagić Kičinbači (mentor)
• Committee member: Danijel Žabčić (predsjednik povjerenstva)
• Committee member: Luka Petrač (član povjerenstva)
• Committee member: Ivana Gagić Kičinbači (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Fine Arts
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

U mnoštvu umjetničkih stilova 20. stoljeća koji su nastali kao rezultat brojnih društvenih zbivanja, sredinom stoljeća pojavljuje se i pravac temeljen na optičkim iluzijama poznat pod nazivom optička umjetnost. Svjesni složenosti perceptivnih procesa zbog kojih ponekad dolazi i do pogrešne percepcije umjetnici stvaraju kompozicije koje dovode vidni sustav do granica izdržljivosti. Za stvaranje iluzija koriste likovne elemente: liniju, plohu i boju te kompozicijska načela: ritam i kontrast. Ovaj pravac doživljava ekspanziju 1965. godine izložbom „The Responsive Eye“ u Muzeju moderne umjetnosti u New Yorku, koja ga je popularizirala, a mnogim umjetnicima op arta donijela međunarodnu slavu. Najpoznatiji svjetski op art umjetnici su Victor Vasarely i Bridgite Riley. Optička umjetnost u Hrvatskoj nastala je na temeljima grupe EXAT-51, a nastavila se razvijati u okviru međunarodnog pokreta Novih tendencija koji je Zagreb uvrstio u Europsko središte umjetnosti. Od hrvatskih predstavnika ističu se Miroslav Šutej i Ivan Picelj. Za potrebe ovog diplomskog rada kao poticaj dječjem likovnom stvaralaštvu korištena su djela upravo optičke umjetnosti. Sati su provedeni u Osnovnoj školi Ljudevita Gaja u Krapini, a obuhvatili su sva četiri razreda primarnog obrazovanja te je dobiveno ukupno 100 učeničkih radova, 96 individualnih i 4 grupna, nastalih u crtačkim i slikarskim tehnikama: flomaster, kolaž-papir i grataž. Rad sadrži analizu likovnog procesa te likovno-jezičnu analizu nekoliko odabranih likovnih radova. Učenici su bili motivirani za rad, bilo im je zabavno i uživali su. Zbog toga bi optičku umjetnost trebalo češće koristiti na nastavi likovne kulture, a ne ju izbjegavati što je uglavnom slučaj zbog stava da je optička umjetnost prekomplicirana za učenike primarnog obrazovanja ili zbog njezinog povezivanja s grafičkim tehnikama. Kreativan, kompetentan i fleksibilan učitelj može svako djelo prilagoditi učenicima i realizirati ga u svim tehnikama.

Abstract (english)

Optical art is an art style based on optical illusions. It is one of many art styles of the 20th century which emerged as a result of numerous social changes. Aware of the complexity of perceptive processes which sometimes result in perceiving something incorrectly, artists create compositions which test the visual system. To create these illusions, they use elements of art such as line, shape and colour as well as composition principles such as rhythm and contrast. This style significantly grew in popularity in 1965 with the exhibition “The Responsive Eye” in the New York Museum of Modern Art. This exhibition made the style more popular and brought fame to many op art artists. The most famous op art artists are Victor Vasarely and Bridgite Riley. Optical art in Croatia started out on the foundations set by the group EXAT-51, and grew within the international movement of New tendencies which placed Zagreb into the European centre of art. Some especially prominent Croatian artists are Miroslav Šutej and Ivan Picelj. For this diploma paper, optical art pieces were used to initiate creative work among children. The classes were held at the Ljudevit Gaj Primary School in Krapina and all four primary education grades took part in them. This resulted in a total of 100 student created works, of which 96 individual and 4 group works created by using the following techniques: felt-tip pen, paper collage and grattage. This paper contains an analysis of the art process and a formal analysis of a couple of selected pieces. The students were motivated, they had a good time and they enjoyed the class. For this reason, optical art should be more commonly used in art class. It is often avoided, mostly because it is thought to be too complicated for students in primary education or because of its links to graphic art techniques. A creative, competent and flexible teacher can adjust any art piece to the needs of their students and realise it in all techniques.

• Keywords: umjetnost 20. stoljeća; optička umjetnost; analiza učeničkih radova
• Keywords (english): 20th century art; optical art; analysis of student works
• Language: croatian
• URN:NBN: urn:nbn:hr:147:712218
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-07-22 07:24:43