Page 143 - Kroflič, R., S. Rutar in B. Borota, ur. 2022. Umetnost v vzgoji v vrtcih in šolah: projekt SKUM. Koper: Založba Univerze na Primorskem.
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Umetnik v pedagoškem procesu
Oreck, B. 2004. »The Artistic and Professional Development of Teachers: A Study
of Teachers’ Attitudes Toward and Use of the Arts in Teaching.« Journal of
Teacher Education 55 (1): 55–69.
Robinson, K. 1999. Culture, Creativity and the Young: Developing Public Policy.
Strasburg: Council of Europe Publishing.
———. 2015. Creative Schools: The Grassroots Revolution That’s Transforming
Education. London: Penguin.
Resolucija o nacionalnem programu za kulturo 2022–2029 (ReNPK22-29). 2022.
Uradni list Republike Slovenije, št. 29. https://www.uradni-list.si/1/objava
.jsp?sop=2022-01-0559.
Russell-Bowie, D., in M. Dowson. 2005. »Effects of Background and Sex on Confi-
dence in Teaching the Creative Arts: Tests of Specific Hypotheses.« V AARE
2005: Creative dissent; constructive solutions. Proceedings of the 2005 Austra-
lian Association for Research in Education conference. Melbourne: Australian
Association for Research in Education.
Snook, B., in R. Buck. 2014. »Artists in Schools: ‘Kick Starting’ or ‘Kicking Out’
Dance from New Zealand Classrooms.« Journal of Dance Education 14 (1):
18–26.
UNESCO. 2006. »The Road Map of Art Education.« The World Conference on
Arts Education: Building Creative Capacities for the 21st Century, Lisbon,
6–9 March 2006.
———. 2010. »Seoul Agenda, Goals for the Development of Arts Education.«
CLT/CEI/CID/2011/ME/198 REV.
Winner, E., T. Goldstein in S. Vincent-Lancrin. 2013. Art for Art’s Sake? The Impact
of Arts Education, Educational Research and Innovation. Pariz: OECD Publi-
shing.
Wolf, S. A. 2008. »The Mysteries of Creative Partnerships.« Journal of Teacher
Education 59 (1): 89–102.
The Artist in the Pedagogical Process
In documents on education, art is given an important place in providing op-
portunities for the development of creative potential, freedom of expression,
cultural awareness and personal development of the individual. Positive links
between culture and art education and good learning and teaching results
were also found in the SKUM project. Continuous collaboration with artists
was recognized as a constant. In the research, we were interested in the artist’s
experience of collaboration. We collected the data by interviewing the par-
ticipating artists. We found that artists establish a stimulating and motivating
strong learning environment for the development of the creative potential of
children/adolescents and learning in general. They describe cooperation with
educators/teachers as important and complementary. They enter the teach-
ing process as artists with a recognizable artistic oeuvre. When planning, they
143
Oreck, B. 2004. »The Artistic and Professional Development of Teachers: A Study
of Teachers’ Attitudes Toward and Use of the Arts in Teaching.« Journal of
Teacher Education 55 (1): 55–69.
Robinson, K. 1999. Culture, Creativity and the Young: Developing Public Policy.
Strasburg: Council of Europe Publishing.
———. 2015. Creative Schools: The Grassroots Revolution That’s Transforming
Education. London: Penguin.
Resolucija o nacionalnem programu za kulturo 2022–2029 (ReNPK22-29). 2022.
Uradni list Republike Slovenije, št. 29. https://www.uradni-list.si/1/objava
.jsp?sop=2022-01-0559.
Russell-Bowie, D., in M. Dowson. 2005. »Effects of Background and Sex on Confi-
dence in Teaching the Creative Arts: Tests of Specific Hypotheses.« V AARE
2005: Creative dissent; constructive solutions. Proceedings of the 2005 Austra-
lian Association for Research in Education conference. Melbourne: Australian
Association for Research in Education.
Snook, B., in R. Buck. 2014. »Artists in Schools: ‘Kick Starting’ or ‘Kicking Out’
Dance from New Zealand Classrooms.« Journal of Dance Education 14 (1):
18–26.
UNESCO. 2006. »The Road Map of Art Education.« The World Conference on
Arts Education: Building Creative Capacities for the 21st Century, Lisbon,
6–9 March 2006.
———. 2010. »Seoul Agenda, Goals for the Development of Arts Education.«
CLT/CEI/CID/2011/ME/198 REV.
Winner, E., T. Goldstein in S. Vincent-Lancrin. 2013. Art for Art’s Sake? The Impact
of Arts Education, Educational Research and Innovation. Pariz: OECD Publi-
shing.
Wolf, S. A. 2008. »The Mysteries of Creative Partnerships.« Journal of Teacher
Education 59 (1): 89–102.
The Artist in the Pedagogical Process
In documents on education, art is given an important place in providing op-
portunities for the development of creative potential, freedom of expression,
cultural awareness and personal development of the individual. Positive links
between culture and art education and good learning and teaching results
were also found in the SKUM project. Continuous collaboration with artists
was recognized as a constant. In the research, we were interested in the artist’s
experience of collaboration. We collected the data by interviewing the par-
ticipating artists. We found that artists establish a stimulating and motivating
strong learning environment for the development of the creative potential of
children/adolescents and learning in general. They describe cooperation with
educators/teachers as important and complementary. They enter the teach-
ing process as artists with a recognizable artistic oeuvre. When planning, they
143
