{"id":8018,"date":"2018-11-29T04:00:34","date_gmt":"2018-11-29T02:00:34","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=8018"},"modified":"2018-11-29T06:58:55","modified_gmt":"2018-11-29T04:58:55","slug":"modalitati-de-realizare-a-educatiei-estetice-in-cadrul-orelor-de-arte-vizuale-si-abilitati-practice","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/modalitati-de-realizare-a-educatiei-estetice-in-cadrul-orelor-de-arte-vizuale-si-abilitati-practice","title":{"rendered":"Modalit\u0103\u021bi de realizare a educa\u021biei estetice \u00een cadrul orelor de arte vizuale \u0219i abilit\u0103\u021bi practice"},"content":{"rendered":"<p>Formarea unei personalit\u0103\u021bi armonios dezvoltate presupune orientarea demersurilor instructiv-formative \u0219i asupra dimensiunii estetice a acesteia, \u00eentre estetic \u0219i celelalte laturi ale dezvolt\u0103rii personalit\u0103\u021bii exist\u00e2nd raporturi de interdeterminare tot mai consistente.<br \/>\nArticolul eviden\u021biaz\u0103 c\u00e2teva strategii didactice \u0219i demersuri ac\u021bionale la care am apelat \u00een vederea realiz\u0103rii educa\u021biei estetice prin orele de \u201eArte vizuale \u0219i abilit\u0103\u021bi practice\u201d \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul primar.<!--more--><\/p>\n<p>Obiectivele educa\u021biei estetice \u00een \u0219coal\u0103 sunt axate at\u00e2t pe dezvoltarea sensibilit\u0103\u021bii \u0219i a receptivit\u0103\u021bii fa\u021b\u0103 de fenomenul estetic \u0219i valorile pe care acesta le \u00eenglobeaz\u0103, respectiv \u2013 formarea unei atitudini estetice, dar \u0219i pe dezvoltarea poten\u021bialului de crea\u021bie estetic\u0103 a copilului, de generare a frumosului sub toate formele sale de manifestare \u2013 frumosul \u00een natur\u0103, art\u0103, via\u021b\u0103.<\/p>\n<p>Atitudinea estetic\u0103 include \u00een structura sa mai multe elemente intercorelate:<\/p>\n<ul>\n<li><em>sensibilitatea fa\u021b\u0103 de frumos<\/em>: stimul\u0103m elevilor abilitatea de a sesiza frumosul sub toate aspectele \u0219i de a rela\u021biona diversele elemente ale realit\u0103\u021bii naturale sau artificiale cu expresii adecvate ale limbajului artistic \u00eempletit cu tr\u0103iri afective corespunz\u0103toare;<\/li>\n<li><em>gustul estetic<\/em>: form\u0103m elevilor un set de preferin\u021be \u0219i op\u021biuni individuale prin care ei se raporteaz\u0103 selectiv la diversele manifest\u0103ri ale frumosului;<\/li>\n<li><em>judec\u0103\u021bile estetice<\/em>: deprindem elevii cu judec\u0103\u021bi estetice de valoare prin realizarea, \u00een cuno\u0219tin\u021b\u0103 de cauz\u0103, de selec\u021bii \u0219i ierarhiz\u0103ri la nivelul universului estetic. Elevii trebuie s\u0103 cunoasc\u0103, spre exemplu, cum pot separa arta autentic\u0103 de kitsch.<\/li>\n<li><em>sentimentele estetice<\/em>: sus\u021binem elevii s\u0103-\u0219i constituie un suport motiva\u021bional propice unor noi recept\u0103ri estetice sau chiar pentru dezvoltarea creativit\u0103\u021bii estetice;<\/li>\n<li><em>idealul estetic<\/em>: elevii trebuie s\u0103 cunoasc\u0103 anumite principii, norme, valori care ghideaz\u0103 crea\u021bia spiritual\u0103 specific\u0103 unei anumite epoci istorice, s\u0103 cunoasc\u0103 ceea ce este dominant \u00een diversitatea gusturilor estetice.<\/li>\n<\/ul>\n<p>\u00cen \u00eenv\u0103\u021b\u0103m\u00e2ntul primar, disciplina Arte vizuale \u0219i abilit\u0103\u021bi practice este o disciplin\u0103 integrat\u0103 la nivelul ariilor curriculare Arte \u0219i Tehnologii. Con\u021binuturile sunt organizate pe domenii de studiu: desen, pictur\u0103, modelaj, textile \u0219i h\u00e2rtie, construc\u021bii, foto-video, machete \u0219i modele. Competen\u021bele generale, a\u0219a cum se reg\u0103sesc ele \u00een programa \u0219colar\u0103,\u00a0 \u201e<em>explorarea de mesaje artistice exprimate \u00een limbaj vizual \u00eentr-o diversitate de contexte familiare<\/em>\u201d \u0219i \u201e<em>realizarea de crea\u0163ii func\u0163ionale \u015fi \/ sau estetice folosind materiale \u015fi tehnici elementare diverse<\/em>\u201d (M.E.N., 2013, p.3) pot fi atinse pe parcursul celor cinci ani de studiu printr-o varietate de activit\u0103\u021bi de \u00eenv\u0103\u021bare corespunz\u0103toare competen\u021belor specifice.<\/p>\n<p>Spre exemplu: competen\u021ba specific\u0103 2.2. &#8211;\u00a0 exprimarea ideilor \u0219i tr\u0103irilor personale, \u00een aplica\u021bii simple (la clasa preg\u0103titoare) \u0219i prin utilizarea liniei, punctului, culorii \u0219i formei (la clasele I \u0219i a II-a) a fost pus\u0103 \u00een practic\u0103 astfel:<\/p>\n<div id=\"attachment_8128\" style=\"width: 176px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-8128\" class=\"wp-image-8128 size-full\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_01.png\" alt=\"\" width=\"166\" height=\"225\" \/><p id=\"caption-attachment-8128\" class=\"wp-caption-text\">Aplica\u021bie \u00een oglind\u0103\u2013 Chipul meu (cl.a II-a)<\/p><\/div>\n<div id=\"attachment_8129\" style=\"width: 259px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-8129\" class=\"wp-image-8129 size-full\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_02.png\" alt=\"\" width=\"249\" height=\"158\" \/><p id=\"caption-attachment-8129\" class=\"wp-caption-text\">Tr\u0103iri personale redate prin creioane colorate la clasa preg\u0103titoare \u2013 Vara,\u00a0 A. Vivaldi<\/p><\/div>\n<p>Lucr\u0103ri realizate de elevii clasei I, Noapte \u00eenstelat\u0103 \u2013 tema plastic\u0103 Punctul &#8211; redat prin atingerea suprafe\u021bei de lucru (h\u00e2rtie, carton colorat) cu diferite instrumente (carioca, penson, pix), prin stropire \u0219i dactilopictur\u0103:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-8130\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_03.png\" alt=\"\" width=\"373\" height=\"232\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_03.png 373w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_03-300x187.png 300w\" sizes=\"auto, (max-width: 373px) 100vw, 373px\" \/><\/p>\n<p>Principalele strategii didactice \u0219i demersuri ac\u021bionale la care am apelat \u00een vederea realiz\u0103rii educa\u021biei estetice prin orele de AVAP au fost:<\/p>\n<ul>\n<li>exerci\u021bii-joc de dezvoltare a acuit\u0103\u021bii vizuale, de asociere a culorilor cu elemente din natur\u0103, de descoperire a nuan\u021belor \u0219i tonurilor culorilor, de descoperire a procedeelor de colorare (fuzionare, tu\u0219are, stropire etc.):<\/li>\n<\/ul>\n<div id=\"attachment_8131\" style=\"width: 382px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-8131\" class=\"size-full wp-image-8131\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_04.png\" alt=\"\" width=\"372\" height=\"243\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_04.png 372w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_04-300x196.png 300w\" sizes=\"auto, (max-width: 372px) 100vw, 372px\" \/><p id=\"caption-attachment-8131\" class=\"wp-caption-text\">Compozi\u021bii figurative &#8211; grupe de culori complementare<\/p><\/div>\n<ul>\n<li>contemplarea estetic\u0103 dirijat\u0103: elevul devine \u201ecritic de art\u0103\u201d ce surprinde progresiv, cu sprijinul profesorului, a structurii \u0219i\u00a0 a caracteristicilor evidente sau subtile ale obiectului estetic. El verbalizeaz\u0103 observa\u021biile \u00eenregistrate, emo\u021biile estetice tr\u0103ite, realizeaz\u0103 comentarii estetice &#8211; expuneri ce includ opinii personale, mesaje artistice, emo\u021bii etc.<\/li>\n<li>metoda demonstra\u021biei \u0219i a explica\u021biei asigur\u0103 suportul concret a activit\u0103\u021bii de \u00eenv\u0103\u021bare, informa\u021biile se primesc at\u00e2t vizual, c\u00e2t \u0219i auditiv. Elevii asist\u0103\u00a0 la procesul efectiv de producere a unui obiect estetic, surprinz\u00e2nd gama ac\u021biunilor implicate, succesiunea acestora, modul \u00een care dificult\u0103\u021bile survenite sunt dep\u0103\u0219ite.<\/li>\n<\/ul>\n<p>Spre exemplu, \u00een vederea ob\u021binerii tonurilor unei culori, elevii au ales \u0219i aranjat progresiv (de la ro\u0219u \u00eenchis spre ro\u0219u deschis) h\u00e2rtia colorat\u0103 \u2013 Umbrelu\u021ba colorat\u0103 sau au realizat o compozi\u021bie \u00een tonurile culorii albastru \u2013 Zi ploioas\u0103, valorific\u00e2nd astfel poten\u021bialul expresiv al elementelor de limbaj plastic:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-8132\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_05.png\" alt=\"\" width=\"315\" height=\"172\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_05.png 315w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_05-300x164.png 300w\" sizes=\"auto, (max-width: 315px) 100vw, 315px\" \/><\/p>\n<ul>\n<li>analiza \u0219i abordarea comparativ\u0103 a diverselor obiecte estetice urm\u0103re\u0219te deprinderea elevilor de a eviden\u021bia asem\u0103n\u0103ri \u0219i deosebiri din punct de vedere al con\u021binutului, a modului de realizare, a mesajului artistic vehiculat; operele de art\u0103 se completeaz\u0103 reciproc \u00een efortul de generare al fenomenului estetic.<\/li>\n<li>dezvoltarea \u0219i cultivarea\u00a0 poten\u021bialului creator al elevilor s-a realizat prin activit\u0103\u021bi specifice: modul de predare-\u00eenv\u0103\u021bare, solicitarea g\u00e2ndirii divergente, teme pentru acas\u0103 ce solicit\u0103 imagina\u021bia \u0219i creativitatea, accent pus pe manifestarea creativit\u0103\u021bii de expresie, procesual\u0103, de produs.<\/li>\n<\/ul>\n<div id=\"attachment_8133\" style=\"width: 267px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-8133\" class=\"size-full wp-image-8133\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2018\/10\/201811_Bondar_06.png\" alt=\"\" width=\"257\" height=\"280\" \/><p id=\"caption-attachment-8133\" class=\"wp-caption-text\">(Tehnica sp\u0103l\u0103rii desenelor)<\/p><\/div>\n<p>Eficien\u021ba realiz\u0103rii educa\u021biei estetice depinde \u201ede luarea \u00een considerare a principiilor specifice educa\u021biei estetice, care ghideaz\u0103 \u0219i orienteaz\u0103 realizarea ed. estetice\u201d (C.Cuco\u0219, 1996, p. 148): principiul \u00een\u021belegerii \u0219i situ\u0103rii contextuale a fenomenului estetic;principiul recept\u0103rii creatoare a valorilor estetice; principiul asigur\u0103rii recept\u0103rii globale, unitare \u0219i integrative a con\u021binutului \u0219i formei obiectului estetic; principiul realiz\u0103rii educa\u021biei estetice pe baza \u0219i \u00een temeiul valorilor autentice.<\/p>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\n1. Berbecaru, A., (2018), \u201eEduca\u021bia artistico-plastic\u0103; metodica pred\u0103rii ed. plastice \u0219i a act. din domeniul Estetic \u0219i creativ\u201d \u2013note de curs, P.I.P.P., U.B.B. Cluj-Napoca<br \/>\n2. Cuco\u0219, C., (1996), \u201ePedagogie\u201d, Ia\u0219i: Polirom<br \/>\n3. M.E.N., (2013), \u201ePrograme \u0219colare pentru AVAP\u201d, Bucure\u0219ti<br \/>\n4. Stan, C., (2001), \u201eTeoria educa\u021biei. Actualitate \u0219i perspective\u201d, Cluj-Napoca:\u00a0 Presa Universitar\u0103 Clujean\u0103.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Formarea unei personalit\u0103\u021bi armonios dezvoltate presupune orientarea demersurilor instructiv-formative \u0219i asupra dimensiunii estetice a acesteia, \u00eentre estetic \u0219i celelalte laturi ale dezvolt\u0103rii personalit\u0103\u021bii exist\u00e2nd raporturi de interdeterminare tot mai consistente. Articolul eviden\u021biaz\u0103 c\u00e2teva strategii didactice \u0219i demersuri ac\u021bionale la care &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/modalitati-de-realizare-a-educatiei-estetice-in-cadrul-orelor-de-arte-vizuale-si-abilitati-practice\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[831],"tags":[811],"class_list":["post-8018","post","type-post","status-publish","format-standard","hentry","category-educatie-estetica","tag-gladiola-bondar"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/8018","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=8018"}],"version-history":[{"count":4,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/8018\/revisions"}],"predecessor-version":[{"id":8135,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/8018\/revisions\/8135"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=8018"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=8018"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=8018"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}