Page 35 - Kroflič, R., S. Rutar in B. Borota, ur. 2022. Umetnost v vzgoji v vrtcih in šolah: projekt SKUM. Koper: Založba Univerze na Primorskem.
P. 35
Vzgoja z umetnostjo in prvoosebna umetniška izkušnja
učitelj v vzgojno-izobraževalnem procesu.« V Razvijanje sporazumevalne
zmožnosti s kulturno-umetnostno vzgoje: zbornik povzetkov zaključne kon-
ference projekta SKUM; Koper, 20. maj 2022, ur. B. Borota, V. Geršak, D. Štirn,
P. Štirn Janota in K. Česnik, 51. Koper: Založba Univerze na Primorskem.
Stolnik, K. 2022. »Spodbujanje razvoja kritičnega mišljenja dijakov preko ume-
tnosti.« V Razvijanje sporazumevalne zmožnosti s kulturno-umetnostno
vzgoje: zbornik povzetkov zaključne konference projekta SKUM; Koper, 20.
maj 2022, ur. B. Borota, V. Geršak, D. Štirn, P. Štirn Janota in K. Česnik, 53.
Koper: Založba Univerze na Primorskem.
Štirn Janota, P., R. Kroflič in D. Štirn. 2022. »Vzgoja v času pandemije zahteva iz-
gradnjo inovativnih učnih okolij – primer vzgoje z umetnostjo.« Vzgoja in
izobraževanje: revija za teoretična in praktična vprašanja vzgojno izobraže-
valnega dela 53 (1–2): 8–17.
Tatarkiewitz, W. 2000. Zgodovina šestih pojmov: umetnost, lépo, forma, ustvar-
janje, prikazovanje, estetski doživljaj. Prev. P. Čučnik. Ljubljana: Literarno-
umetniško društvo Literatura.
Uranič, M. 2019. »Fenomenologija, stvari same in vsakdanjost.« Anthropos 3–4
(255–256): 35–47.
Vöröš, S. 2018. »Plodovita krožnost: o Varelovi filozofiji breztalnosti.« V F. J. Va-
rela, E. Thompson in E. Rosch, Utelešeni um: kognitivna znanost in človeško
izkustvo, 426–466. Prev. K. Armeni in S. Vörös. Ljubljana: Krtina.
Winner, A., T. R. Goldstein in S. Vincent-Lancrin. 2013. Art for Art’s Sake? Over-
view.Pariz: OECD Publishing.
Education with Art and Personal Artistic Experience as Key Components
of Modern Upbringing and Education
In recent decades, both internationally and nationally, awareness of the impor-
tance of art in kindergartens and schools has been growing, and the demand
to give children and young people as much contact with quality art as possible
stands out in particular. Behind this request is a theoretically based conclusion
about the irreplaceable pedagogical potential of first-person artistic experi-
ence. Such an approach is particularly related to the paradigm of reform peda-
gogy, which recognizes the educated person as the central factor of education.
First-person artistic experience includes both creating with artistic languages
and experiencing and interpreting an artistic event. The transcendence of the
first-person artistic experience is supported by the phenomenological inter-
pretation of artistic symbolic languages as tools for revealing meanings and
the insight that play is a way of being of art (Gadamer). We also followed this
logic in the artistic activities in the SKUM project, so in the conclusion of the
discussion we will draw attention to concrete examples that confirm the de-
scribed phenomenological assumptions.
Keywords: education with art, first-person experience, autopoiesis, SKUM
35
učitelj v vzgojno-izobraževalnem procesu.« V Razvijanje sporazumevalne
zmožnosti s kulturno-umetnostno vzgoje: zbornik povzetkov zaključne kon-
ference projekta SKUM; Koper, 20. maj 2022, ur. B. Borota, V. Geršak, D. Štirn,
P. Štirn Janota in K. Česnik, 51. Koper: Založba Univerze na Primorskem.
Stolnik, K. 2022. »Spodbujanje razvoja kritičnega mišljenja dijakov preko ume-
tnosti.« V Razvijanje sporazumevalne zmožnosti s kulturno-umetnostno
vzgoje: zbornik povzetkov zaključne konference projekta SKUM; Koper, 20.
maj 2022, ur. B. Borota, V. Geršak, D. Štirn, P. Štirn Janota in K. Česnik, 53.
Koper: Založba Univerze na Primorskem.
Štirn Janota, P., R. Kroflič in D. Štirn. 2022. »Vzgoja v času pandemije zahteva iz-
gradnjo inovativnih učnih okolij – primer vzgoje z umetnostjo.« Vzgoja in
izobraževanje: revija za teoretična in praktična vprašanja vzgojno izobraže-
valnega dela 53 (1–2): 8–17.
Tatarkiewitz, W. 2000. Zgodovina šestih pojmov: umetnost, lépo, forma, ustvar-
janje, prikazovanje, estetski doživljaj. Prev. P. Čučnik. Ljubljana: Literarno-
umetniško društvo Literatura.
Uranič, M. 2019. »Fenomenologija, stvari same in vsakdanjost.« Anthropos 3–4
(255–256): 35–47.
Vöröš, S. 2018. »Plodovita krožnost: o Varelovi filozofiji breztalnosti.« V F. J. Va-
rela, E. Thompson in E. Rosch, Utelešeni um: kognitivna znanost in človeško
izkustvo, 426–466. Prev. K. Armeni in S. Vörös. Ljubljana: Krtina.
Winner, A., T. R. Goldstein in S. Vincent-Lancrin. 2013. Art for Art’s Sake? Over-
view.Pariz: OECD Publishing.
Education with Art and Personal Artistic Experience as Key Components
of Modern Upbringing and Education
In recent decades, both internationally and nationally, awareness of the impor-
tance of art in kindergartens and schools has been growing, and the demand
to give children and young people as much contact with quality art as possible
stands out in particular. Behind this request is a theoretically based conclusion
about the irreplaceable pedagogical potential of first-person artistic experi-
ence. Such an approach is particularly related to the paradigm of reform peda-
gogy, which recognizes the educated person as the central factor of education.
First-person artistic experience includes both creating with artistic languages
and experiencing and interpreting an artistic event. The transcendence of the
first-person artistic experience is supported by the phenomenological inter-
pretation of artistic symbolic languages as tools for revealing meanings and
the insight that play is a way of being of art (Gadamer). We also followed this
logic in the artistic activities in the SKUM project, so in the conclusion of the
discussion we will draw attention to concrete examples that confirm the de-
scribed phenomenological assumptions.
Keywords: education with art, first-person experience, autopoiesis, SKUM
35
