A gyermekrajzokkal összevetve a térbeli alkotásokkal foglalkozó szakirodalom, egy-egy önálló kísérletet bemutató publikációt leszámítva, rendkívül ritka. Szinte felderítetlennek mondhatjuk ezt a területet. Az alábbiakban az óvodás gyerekek háromdimenziós, térbeli alkotásairól, plasztikai képességeik fejlődéséről lesz szó, kutatásunk első eredményeinek bemutatásával, különös tekintettel a mérőeszközökre, melyek a vizuális nevelésben fejlesztő feladatként, gyakorló óvópedagógusok számára is alkalmazhatók a mindennapokban. Az adatelemzés első eredményei alapján körvonalazódó plasztikai fejlődési modell és a vizsgálatban részt vevő gyerekek kétdimenziós alkotásainak tükrében kibontakozó rajzi-plasztikai összehasonlító modell is bemutatásra kerül.
The task of twenty-first century art education is to contribute to the blossoming of the child’s personality. In this article, I approach this challenge from two principal directions, both of which provide a window onto unfamiliar terrain. This project sought to answer the following research questions: How do plastic, spatial (3D) creative capacities develop, and how do they compare with the kindergarten’s accustomed advancement of picture-creating, planar (2D) capabilities? How do kindergartners’ skills as measured in the 1970s compare with those of kindergartners today? A follow-on project examined children’s skills in the context of built environment education, asking the questions: Where, and with whom, do children find the best conditions for creation and arts education? What kinds of environments are most favourable? The results showed a clear deterioration of children’s drawing development from 1974 until today, as well as from drawings in both studies to modelling today. However, a more promising discovery was that depictions of movement appear much sooner in the case of plastic arts works than in drawings. This opens the way to an orientation that in our increasingly urbanised world, can help our children grow into adults who responsibly shape our environment, sensitive to their own age, as self-possessed problem solvers, employing the toolkit of education through art. The study is based on ongoing, long-term research of the 3612+ Visual Skills Lab group, employing both qualitative and quantitative methods to evaluate the artistic proficiencies of nearly a thousand children, mostly aged 3–7, in dozens of kindergartens in Hungary, through hands-on exercises as well as surveys of teachers, parents and other interested parties.
Built Environment Education as Intervention: Making Visual Education More Transdisciplinary Built Environment Education, strongly linked to visual education, is that special area of instruction which engages with the theory and practice of the deliverance of knowledge of the built environment, as well as with the strengthening of the connection between people and their own life-space. In contrast to passive observation, this kind of intervention inspires critical and analytical reception, and the analysis of the various environmental stimuli. The proactive, creative perspective developed in this way contributes to the acquisition of the appropriate skills for the creation of common life-space. Education in the discipline of Architecture has evolved, mirroring societal challenges and conditions. Built environment education can also be considered as a multitude of traditions with different national flavors. New social challenges address architectural education.
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