Kultura i umetnost u školi – integrativni pristup

Abstract

U radu se otvaraju pitanja razumevanja kulture i umetnosti kao sastavnog dela procesa vaspitanja i obrazovanja, kao i načina organizacije nastave i učenja u školama koje zastupaju integrativni koncept u pogledu upotrebe estetskih sadržaja. Umesto tradicionalnog ograničavanja domena estetske kulture na „umetničke predmete“ na kojima učenici razvijaju kreativnost, dok na ostalim stiču primenlјiva znanja i veštine, ovaj pristup promoviše uklјučivanje umetnosti u raznovrsne sadržaje kojima se učenici bave, kao i promenu načina realizacije nastave i drugačije organizacije celokupnog života škole. U radu je predstavlјen projekat Learning through the Arts kao primer integrativnog pristupa koji je počeo da se razvija u Kanadi devedesetih godina XX veka. Ova koncepcija počinje sve više da se prepoznaje kao značajna za unapređenje obrazovanja i u zemlјama Evropske unije. U tom kontekstu, prikazana je i aktuelna primena ovog pristupa u Nemačkoj, gde se na nacionalnom, kao i na pokrajinskom nivou, sprovode različiti projekti zasnovani na ideji da promovisanje kulture u školi predstavlјa delotvorno okruženje za učenje i razvoj učenika.

This paper deals with the issues of the culture & the arts as an integral part of education, as well as ways of organizing teaching and learning in the schools that accept integrative concept regarding the aesthetic content. Instead of the traditional limitation of culture just on the arts’ subjects in which children develop creativity, while on the other subjects they gain applicable knowledge and skills, this approach promote inclusion of art in different facilities where students are engaged in, as well as the change of teaching and organization of the whole school. This paper presents a project Learning through the Arts, which represents the beginning of this approach that has been developed in Canada in the ‘90 of the XX century. This concept begins to be increasingly recognized as important for the improvement of education also in the countries of the European Union. In this context, is presented actual application of this approach in Germany where the national as well as at the local authorities, implemented various projects based on the idea that the promotion of culture in the school is an effective environment for learning and student development.