Page 55 - 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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Spodbudno, odprto in inovativno učno okolje kulturno-umetnostne vzgoje
A Supportive, Open and Innovative Learning Environment
for Cultural and Arts Education
In this paper, we define a supportive, open and innovative learning environ-
ment as a synthesis of structural and process elements of quality that are
meaningfully established, developed and ensured in dialogue between all
those involved in a learning community in cultural and arts education (CCE) in
kindergartens and schools. In this paper we connect the development of the
provision of a supportive learning environment with the definition of a sup-
portive, open and innovative learning environment. We situate school culture,
climate and community as the central context and source of a (supportive)
learning environment, and highlight the learning environment as a space and
opportunity for the organisation of artistic experience, intuition, insight and
experiencing. In this respect, we recognise documentation as an experiential-
metacognitive platform for pedagogical choices in cultural-arts education.
Keywords: learning environment, culture, school climate, interactions, cultural-
artistic education, communicative competencies
55
A Supportive, Open and Innovative Learning Environment
for Cultural and Arts Education
In this paper, we define a supportive, open and innovative learning environ-
ment as a synthesis of structural and process elements of quality that are
meaningfully established, developed and ensured in dialogue between all
those involved in a learning community in cultural and arts education (CCE) in
kindergartens and schools. In this paper we connect the development of the
provision of a supportive learning environment with the definition of a sup-
portive, open and innovative learning environment. We situate school culture,
climate and community as the central context and source of a (supportive)
learning environment, and highlight the learning environment as a space and
opportunity for the organisation of artistic experience, intuition, insight and
experiencing. In this respect, we recognise documentation as an experiential-
metacognitive platform for pedagogical choices in cultural-arts education.
Keywords: learning environment, culture, school climate, interactions, cultural-
artistic education, communicative competencies
55
