Dailės mokymo (-si) programinių siekių pradinėje mokykloje optimizavimo prielaidos

LTStraipsnyje analizuojamos dailės mokymo pradinėje mokykloje optimizavimo prielaidos programinių siekių realizavimo aspektu. Aptariama dabartinė dailės dalyko programa bei problemos, ją realizuojant praktikoje. Pateikiami siūlymai programinių siekių realizacijos tobulinimui. [Iš leidinio]Reikšminiai žodžiai: Programiniai siekiai; Programiniai siekiai, siekių logika, vertybinis pagrindas; Siekių logika; Vertybinis pagrindas; Logic of objectives; Program objectives; Program objectives, logic of objectives, valuable foundation; Valuable foundation.

ENIn this article there are presumptions of the optimization of art teaching in the primary school according to the realization of the program objectives aspect analysed. Art teaching is regulated by the objectives of the program, which does not say what and how to reach in generally and from form to form. These objectives should lead to the final aim of the art teaching in the primary school - to develop and enrich child's spontaneous creation, to help children to get to know the visual means, techniques close to folk art, the first elements of the analysis of the work of art and the child's work and to prepare for further learning in the higher grades (Lithuania's programs of the secondary education 1997). The art lessons watched in Klaipeda schools, the inquest of teachers and the analysis of the programs allows to affirm that the objectives of the programs are almost neglected in teaching practice, there is often no logical sequence in the art lessons, thematically episodic features have domination, the teaching is oriented to the action and the aspect of the art teaching is not emphasized. Analysing the art teaching program (1997) the problem of the conception of the notions "aim" and "task" arises. The aims and tasks are joined, there is nothing said about what we are going to change in the pupils and with the help of what ways. There is not said how to examinee and what should be the results. Another problem is the logical sequence of the aims and tasks and their order of priority. The sequence of the aims and tasks should be based on the characteristic parts of art teaching (Read, 1994; Gardner, 1990; Goodlad, 2000): apprehension, creation, knowledge, communication, estimation and connection.The program aspirations of the art teaching should be formulated so that it should be easy for the teacher to grasp the essential aims, the tasks which follow them and the volume of the contents. Besides, the successful realization of the program aspirations should correspond with the peculiarity of the junior age and its changing from grade to grade. Now the content does not take it into account, leaps of the volume are made: the content of one grade is too extensive, and in another it should be supplemented. In the art teaching, like in general teaching the foundation of the valuable orientation is important. The program objectives of the subject of art should refer to the men nature and form the values (e.g. creativity, diligence). Conceptually grounded, logical and systemized teaching aims would allow to optimize the art teaching. One of the presumptions of the optimization, which helps the teacher to base his or her activities on the art teaching program, is clear apportionment of the aims and tasks, and the volume of the content and logic arrangement. [From the publication]