Page 75 - Kroflič, R., S. Rutar in B. Borota, ur. 2022. Umetnost v vzgoji v vrtcih in šolah: projekt SKUM. Koper: Založba Univerze na Primorskem.
P. 75
Pomen umetniških izkušenj v vzgojno-izobraževalnem procesu
Sangiorgio in W. Mastnak, 19–34. München: University of Music and Per-
forming Arts Munich.
Sicherl Kafol, B. 2001. Celostna glasbena vzgoja. Ljubljana: Debora.
———. 2007. »Procesni in vsebinski vidiki medpredmetnega povezovanja.« V
Učitelj v vlogi raziskovalca: akcijsko raziskovanje na področjih medpredme-
tnega povezovanja in vzgojne zasnove v javni šoli, ur. J. Krek idr., 112–130.
Ljubljana: Pedagoška fakulteta Univerze v Ljubljani.
Sicherl-Kafol, B., in O. Denac. 2020. »Creating and Performing Contemporary
Music as a Way of Learning through Arts Partnership.« Hrvatski časopis za
odgoj i obrazovanje 22 (1): 95–112.
Sicherl-Kafol, B., O. Denac in J. Žnidaršič. 2015. »Opinion of the Slovenian Pre-
school Teachers about Arts and Cultural Education in Kindergarten.« Pro-
cedia: Social and Behavioral Sciences 197:1317–1325.
Taggart, G., K. Whitby in C. Sharp. 2004. Curriculum and Progression in the Arts:
An International Study. International Review of Curriculum and Assessment
Franeworks Project. Final report. London: Qualifications and Curriculum
Authority.
UNESCO. 2006. »The Road Map of Art Education.« The World Conference on
Arts Education: Building Creative Capacities for the 21st Century, Lizbona,
6.–9. marec 2006.
———. 2010. »Seoul Agenda, Goals for the Development of Arts Education.«
CLT/CEI/CID/2011/ME/198 REV.
The Importance of Artistic Experiences for the Educational Process
in Kindergarten, Elementary School and Secondary School
The study focused on the importance of including artistic experiences in the
educational process in the project Developing Communication Competences
through Cultural-Arts Education, known as ‘SKUM.’ The analysis included four
evaluation reports from kindergartens, six reports from elementary schools,
and two reports from secondary schools. The material was subjected to qual-
itative analysis, which allowed identification of broader and narrower areas of
significance in learning through arts experiences. The results revealed six ar-
eas of activity that were characteristic of the project participants: new artis-
tic experiences (189 mentions), communication skills (123 mentions), knowl-
edge and reflection (106 mentions), interpersonal relationships (104 mentions),
emotions and personal development (96 mentions), and creativity (29 men-
tions). The results obtained show that through artistic experiences in the edu-
cational process, the participants recognized the importance of the arts for var-
ious areas of activity that were intended for development through the project.
Keywords: artistic experiences, communication skills, knowledge, interper-
sonal relationships, emotions
75
Sangiorgio in W. Mastnak, 19–34. München: University of Music and Per-
forming Arts Munich.
Sicherl Kafol, B. 2001. Celostna glasbena vzgoja. Ljubljana: Debora.
———. 2007. »Procesni in vsebinski vidiki medpredmetnega povezovanja.« V
Učitelj v vlogi raziskovalca: akcijsko raziskovanje na področjih medpredme-
tnega povezovanja in vzgojne zasnove v javni šoli, ur. J. Krek idr., 112–130.
Ljubljana: Pedagoška fakulteta Univerze v Ljubljani.
Sicherl-Kafol, B., in O. Denac. 2020. »Creating and Performing Contemporary
Music as a Way of Learning through Arts Partnership.« Hrvatski časopis za
odgoj i obrazovanje 22 (1): 95–112.
Sicherl-Kafol, B., O. Denac in J. Žnidaršič. 2015. »Opinion of the Slovenian Pre-
school Teachers about Arts and Cultural Education in Kindergarten.« Pro-
cedia: Social and Behavioral Sciences 197:1317–1325.
Taggart, G., K. Whitby in C. Sharp. 2004. Curriculum and Progression in the Arts:
An International Study. International Review of Curriculum and Assessment
Franeworks Project. Final report. London: Qualifications and Curriculum
Authority.
UNESCO. 2006. »The Road Map of Art Education.« The World Conference on
Arts Education: Building Creative Capacities for the 21st Century, Lizbona,
6.–9. marec 2006.
———. 2010. »Seoul Agenda, Goals for the Development of Arts Education.«
CLT/CEI/CID/2011/ME/198 REV.
The Importance of Artistic Experiences for the Educational Process
in Kindergarten, Elementary School and Secondary School
The study focused on the importance of including artistic experiences in the
educational process in the project Developing Communication Competences
through Cultural-Arts Education, known as ‘SKUM.’ The analysis included four
evaluation reports from kindergartens, six reports from elementary schools,
and two reports from secondary schools. The material was subjected to qual-
itative analysis, which allowed identification of broader and narrower areas of
significance in learning through arts experiences. The results revealed six ar-
eas of activity that were characteristic of the project participants: new artis-
tic experiences (189 mentions), communication skills (123 mentions), knowl-
edge and reflection (106 mentions), interpersonal relationships (104 mentions),
emotions and personal development (96 mentions), and creativity (29 men-
tions). The results obtained show that through artistic experiences in the edu-
cational process, the participants recognized the importance of the arts for var-
ious areas of activity that were intended for development through the project.
Keywords: artistic experiences, communication skills, knowledge, interper-
sonal relationships, emotions
75
