Učenička percepcija vlastitih aktivnosti u nastavi likovne kulture
Milan Matijević¹, Miroslav Drljača² i Tomislav Topolvčan¹
1 Učiteljski fakultet u Zagrebu,  Hrvatska
2 Gimnazija Prijedor,  BiH

Sažetak
Nastava  likovne  kulture u cjelini nastavnog kurikuluma jednako je važna za opću kulturu i nastavak školovanja kao i svi ostali nastavni predmeti. Stručnjaci su davno uočili da sve aktivnosti u području likovne kulture pozitivno djeluju na učenje ostalih nastavnih sadržaja i kompetencija koje se stječu školovanjem. Cilj rada je bio pružiti uvid u nastavne planove likovne kulture u Bosni i Hercegovini, Sloveniji i Hrvatskoj te ispitati učeničku percepciju njihovih aktivnosti u nastavi likovne kulture te razlike u tim percepcijama obzirom na pojedina obilježja učenika. Teorijsko-komparativnom analizom se pokazalo da postoji razlika u broju sati umjetničkog (vizualno-likovnog) odgoja u spomenutim državama s tendencijom smanjenja satnice. U proljeće 2015. godine ispitana je percepcija vlastitih aktivnosti na nastavi likovne kulture kod učenika završnog razreda devetogodišnje obvezne osnovne škole te drugog razreda gimnazije  (N = 230). Za ispitivanje korištena je modificirana Skala moje nastavne aktivnosti (Gentry, Gable i Rizza, 2002). Pokazalo se da učenici generalno percipiraju učestalije zadovoljstvo i interes za nastavu likovne kulture te da im ona pruža učestali izazov i mogućnost izbora. Bez obzira na percepciju više razine učestalosti  pojedinih aktivnosti nastave likovne kulture, pokazalo se da postoje razlike obzirom na istraživana obilježja učenika. Učenice percipiraju učestaliji  interes, mogućnost izbora i zadovoljstva nego učenici, dok nema razlike u izazovu. Srednjoškolci (gimnazijalci) percipiraju učestalije zadovoljstvo i mogućnost izbora, dok osnovnoškolci učestaliji izazov u aktivnostima likovne kulture, ali nema razlike po pitanju interesa. Bez obzira na završni prosječni uspjeh, učenici jednako percipiraju učestalost interesa, izazova i zadovoljstva nastavnim aktivnostima likovne kulture. Tek u pogledu mogućnosti izbora, učenici s višim uspjehom percipiraju da im aktivnosti u nastavi likovne kulture pružaju učestalije mogućnosti izbora za razliku od učenika s nižim prosječnim završnim uspjehom. Interpretacije i implikacije dobivenih rezultata prikazane su u radu.
Ključne riječi: likovna kultura, aktivnosti učenika, zadovoljstvo, interes, izbor, izazov, obvezno školovanje, gimnazija

Students’ perception of art class activities
Milan Matijević¹, Miroslav Drljača² and Tomislav Topolvčan¹
1Faculty of Teacher Education in Zagreb, Croatia
2Gimnazija Prijedor, Bosnia and Herzegovina

Abstract
As part of the entire teaching curriculum, art is as important as any other subject for a person’s general culture and continuing education. Experts have been observing for a long time that all activities in the area of art have a positive effect on the learning of other contents and competences that are acquired during formal education. The aim of this paper is to give an overview of teaching programmes related to art classes in Bosnia and Herzegovina, Slovenia and Croatia, and to examine the students’ perception of their art class activities, as well as the differences in these perceptions depending on the students’ individual characteristics. A theoretical and comparative analysis shows that there is a difference in the number of art (visual art) classes among these countries, with a tendency towards a reduction of the number of classes. In the spring of 2015, a survey was conducted of the perception of students’ own art class activities among students in the final year of nine-year compulsory elementary education, and among those of the second form of secondary school (gymnasium) (N = 230). A modified Scale of My Class Activities (Gentry, Gable and Rizza, 2002) was used for the survey. It indicates that students in general show above average enjoyment and interest in art classes, which provide them with an above average challenge and choice. Regardless of the positive perception of class activities, the study shows that there are differences in the students’ perception of art classes. Female students perceive a higher degree of interest, choice and enjoyment than male students, while there is no difference in the degree of challenge.  Secondary (gymnasium) students perceive a higher degree of enjoyment and choice, while elementary school students perceive a greater challenge in art classes, but there is no difference in the degree of interest. Regardless of the final average achievement, students perceive an equal degree of interest and enjoyment in art class activities. Only when it comes to the possibility of choice do higher achieving students perceive that art class activities provide them with more possibilities of choice, as opposed to students with a lower final achievement score. The interpretation and implications of the achieved results are presented in this paper.
Keywords: art, students’ activities, satisfaction, interest, choice, challenge, compulsory education, secondary school (gymnasium)