TY  - CONF
AU  - Joksimović, Aleksandra
AU  - Vujačić, Milja
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/515
AB  - U radu se razmatra značaj i mogućnosti podsticanja motivacije učenika u nastavi likovne kulture.
Polazeći od specifičnosti ovog nastavnog predmeta i značaja likovne umetnosti za celokupan razvoj
učenika, ukazuje se na ključne uloge nastavnika koje su usmerene ka ovom cilju. Naglašava se
značaj holističkog i konstruktivističkog pristupa celokupnom procesu učenja i razvoju stvaralaštva
bliskog metodici likovnog vaspitanja koja se oslanja na praktičan rad, stvaranje, istraživanje i
otkrivanje. Ukazuje se na važnost primene diferenciranog pristupa u radu sa učenicima u čijoj je
osnovi povezivanje procesa učenja sa individualnim specifičnostima, sposobnostima, potrebama
i interesovanjima učenika, što omogućava podsticanje autentične zainteresovanosti i motivacije
učenika za razvoj stvaralačkih potencijala i ličnog umetničkog izraza. U osmišljavanju različitih
mogućnosti da se u nastavi i radu sa učenicima podstakne njihova motivacija za stvaralaštvo i učenje
sadržaja iz oblasti likovne kulture i umetnosti od nastavnika se očekuje da pažnju usmeri i na pažljivo
osmišljavanje i odabir sadržaja učenja, metoda i načina rada, kao i nastavnih sredstava koja se koriste
tokom procesa učenja. Da bi sadržaji učenja i sredstva koja se koriste u nastavi likovne kulture imali
pozitivan uticaj na zainteresovanost i motivaciju učenika, trebalo bi da prate njihova interesovanja
i da se oslanjaju na njima blisku savremenu umetnost, uz korišćenje informaciono-komunikacionih
tehnologija koje su jedan od dominantnih savremenih načina učenja učenika u školi i van nje. Pitanje
motivacije učenika za likovno stvaralaštvo i učenje sadržaja iz oblasti likovne kulture dovodi se u vezu
i sa njihovom autonomijom, inicijativom i saradnjom u nastavi.
AB  - The paper is looking at importance and possibilities of encouraging student motivation in fine arts
classes. Having in mind uniqueness of this school subject and importance of art for overall student
development, it indicates the key roles of a teacher directed towards this goal. It stresses the
importance of holistic and constructivist approach to the entire learning process and development of
creativity close to the methodology of fine arts education which relies upon practical work, creation,
research and discovery. It emphasises the significance of applying differentiated approach when
working with students, based on connecting the learning process with the student’s individualities,
abilities, needs and interests. This enables encouragement of the student’s authentic interest and
motivation for development of creative potentials and personal artistic expression. When designing
different options for encouraging student motivation for creating and learning the fine arts contents,
a teacher is expected to focus on meticulously designing and selecting the learning contents, working
methods and teaching material used in the learning process. For the learning contents and materials
used in fine arts education to have a positive effect on student interest and motivation, they need
to follow students’ interests and rely on contemporary art close to them and use information and
communication technologies as one of currently dominant ways of student learning, at school and
elsewhere. The question of student motivation for fine arts works and learning the fine arts contents
is also associated with their autonomy, initiative and cooperation in classes.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Podsticanje motivacije učenika u nastavi likovne kulture
T1  - Encouraging student motivation in fine arts teaching
EP  - 77
SP  - 76
UR  - https://hdl.handle.net/21.15107/rcub_ipir_515
ER  - 

@conference{
author = "Joksimović, Aleksandra and Vujačić, Milja",
year = "2020",
abstract = "U radu se razmatra značaj i mogućnosti podsticanja motivacije učenika u nastavi likovne kulture.
Polazeći od specifičnosti ovog nastavnog predmeta i značaja likovne umetnosti za celokupan razvoj
učenika, ukazuje se na ključne uloge nastavnika koje su usmerene ka ovom cilju. Naglašava se
značaj holističkog i konstruktivističkog pristupa celokupnom procesu učenja i razvoju stvaralaštva
bliskog metodici likovnog vaspitanja koja se oslanja na praktičan rad, stvaranje, istraživanje i
otkrivanje. Ukazuje se na važnost primene diferenciranog pristupa u radu sa učenicima u čijoj je
osnovi povezivanje procesa učenja sa individualnim specifičnostima, sposobnostima, potrebama
i interesovanjima učenika, što omogućava podsticanje autentične zainteresovanosti i motivacije
učenika za razvoj stvaralačkih potencijala i ličnog umetničkog izraza. U osmišljavanju različitih
mogućnosti da se u nastavi i radu sa učenicima podstakne njihova motivacija za stvaralaštvo i učenje
sadržaja iz oblasti likovne kulture i umetnosti od nastavnika se očekuje da pažnju usmeri i na pažljivo
osmišljavanje i odabir sadržaja učenja, metoda i načina rada, kao i nastavnih sredstava koja se koriste
tokom procesa učenja. Da bi sadržaji učenja i sredstva koja se koriste u nastavi likovne kulture imali
pozitivan uticaj na zainteresovanost i motivaciju učenika, trebalo bi da prate njihova interesovanja
i da se oslanjaju na njima blisku savremenu umetnost, uz korišćenje informaciono-komunikacionih
tehnologija koje su jedan od dominantnih savremenih načina učenja učenika u školi i van nje. Pitanje
motivacije učenika za likovno stvaralaštvo i učenje sadržaja iz oblasti likovne kulture dovodi se u vezu
i sa njihovom autonomijom, inicijativom i saradnjom u nastavi., The paper is looking at importance and possibilities of encouraging student motivation in fine arts
classes. Having in mind uniqueness of this school subject and importance of art for overall student
development, it indicates the key roles of a teacher directed towards this goal. It stresses the
importance of holistic and constructivist approach to the entire learning process and development of
creativity close to the methodology of fine arts education which relies upon practical work, creation,
research and discovery. It emphasises the significance of applying differentiated approach when
working with students, based on connecting the learning process with the student’s individualities,
abilities, needs and interests. This enables encouragement of the student’s authentic interest and
motivation for development of creative potentials and personal artistic expression. When designing
different options for encouraging student motivation for creating and learning the fine arts contents,
a teacher is expected to focus on meticulously designing and selecting the learning contents, working
methods and teaching material used in the learning process. For the learning contents and materials
used in fine arts education to have a positive effect on student interest and motivation, they need
to follow students’ interests and rely on contemporary art close to them and use information and
communication technologies as one of currently dominant ways of student learning, at school and
elsewhere. The question of student motivation for fine arts works and learning the fine arts contents
is also associated with their autonomy, initiative and cooperation in classes.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Podsticanje motivacije učenika u nastavi likovne kulture, Encouraging student motivation in fine arts teaching",
pages = "77-76",
url = "https://hdl.handle.net/21.15107/rcub_ipir_515"
}

Joksimović, A.,& Vujačić, M.. (2020). Podsticanje motivacije učenika u nastavi likovne kulture. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 76-77.
https://hdl.handle.net/21.15107/rcub_ipir_515

Joksimović A, Vujačić M. Podsticanje motivacije učenika u nastavi likovne kulture. in Motivacija u obrazovanju između teorije i prakse. 2020;:76-77.
https://hdl.handle.net/21.15107/rcub_ipir_515 .

Joksimović, Aleksandra, Vujačić, Milja, "Podsticanje motivacije učenika u nastavi likovne kulture" in Motivacija u obrazovanju između teorije i prakse (2020):76-77,
https://hdl.handle.net/21.15107/rcub_ipir_515 .

TY  - JOUR
AU  - Vujačić, Milja
AU  - Vesić, Dragan
AU  - Joksimović, Aleksandra
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/310
AB  - In our country, research about students' vision of their future professions are very rare. When it comes to fine arts students, these research does not exist at all. There is always a myth associated with the understanding of the personality of artists, and they are considered to be specific, charismatic persons, who have a strong motivation and a need to perform creative work. However, this myth has been challenged in the last decades due to the commercialisation of art. Therefore, in this paper, we will deal with their visions of their professional life and work. The aim of the research is to examine how the future artists visualise their professional life and whether the idea of a charismatic myth is present in their visions or whether they are perhaps shaped by requirements of the current situation in the field of culture and art in our country. The sample included 39 students of the fourth year of the Faculty of Fine Arts in Belgrade. In the processing of data, we applied the qualitative thematic analysis of the content obtained based on the written testimonies given in the form of a story. The results of the research indicate that the ideas of a charismatic myth are a central motive in the narratives of students and that they are interwoven with the uncertain image of their future profession and their unpreparedness for new roles in society. The paper presents the implications related to higher education policies at faculties of fine arts, as well as the recommendations for further research in this field.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Visions of students of faculty of fine arts of professional life and work
EP  - 365
IS  - 1
SP  - 326
VL  - 51
DO  - 10.2298/ZIPI1901326V
ER  - 

@article{
author = "Vujačić, Milja and Vesić, Dragan and Joksimović, Aleksandra",
year = "2019",
abstract = "In our country, research about students' vision of their future professions are very rare. When it comes to fine arts students, these research does not exist at all. There is always a myth associated with the understanding of the personality of artists, and they are considered to be specific, charismatic persons, who have a strong motivation and a need to perform creative work. However, this myth has been challenged in the last decades due to the commercialisation of art. Therefore, in this paper, we will deal with their visions of their professional life and work. The aim of the research is to examine how the future artists visualise their professional life and whether the idea of a charismatic myth is present in their visions or whether they are perhaps shaped by requirements of the current situation in the field of culture and art in our country. The sample included 39 students of the fourth year of the Faculty of Fine Arts in Belgrade. In the processing of data, we applied the qualitative thematic analysis of the content obtained based on the written testimonies given in the form of a story. The results of the research indicate that the ideas of a charismatic myth are a central motive in the narratives of students and that they are interwoven with the uncertain image of their future profession and their unpreparedness for new roles in society. The paper presents the implications related to higher education policies at faculties of fine arts, as well as the recommendations for further research in this field.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Visions of students of faculty of fine arts of professional life and work",
pages = "365-326",
number = "1",
volume = "51",
doi = "10.2298/ZIPI1901326V"
}

Vujačić, M., Vesić, D.,& Joksimović, A.. (2019). Visions of students of faculty of fine arts of professional life and work. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 51(1), 326-365.
https://doi.org/10.2298/ZIPI1901326V

Vujačić M, Vesić D, Joksimović A. Visions of students of faculty of fine arts of professional life and work. in Zbornik Instituta za pedagoška istraživanja. 2019;51(1):326-365.
doi:10.2298/ZIPI1901326V .

Vujačić, Milja, Vesić, Dragan, Joksimović, Aleksandra, "Visions of students of faculty of fine arts of professional life and work" in Zbornik Instituta za pedagoška istraživanja, 51, no. 1 (2019):326-365,
https://doi.org/10.2298/ZIPI1901326V . .

TY  - CONF
AU  - Vesić, Dragan
AU  - Vujačić, Milja
AU  - Joksimović, Aleksandra
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/810
AB  - Tematska analiza predstavlja fleksibilan metod za identifikovanje, tumačenje i
izveštavanje o obrascima uočenim u analiziranim podacima (Braun & Clarke, 2006). Data
fleksibilnost, sa jedne strane, daje prostor za različite izbore u vezi sa načinima upotrebe
tematske analize za konkretne istraživačke svrhe, dok sa druge strane, istraživače može dovesti
u neugodnu poziciju ukoliko dati izbori nisu jasni i eksplicirani.
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju Filozofskog fakulteta
C3  - Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi - Zbornik radova
T1  - Metodološki izazovi u primeni tematske analize sadržaja  – primer jednog istraživanja
EP  - 155
SP  - 151
UR  - https://hdl.handle.net/21.15107/rcub_ipir_810
ER  - 

@conference{
author = "Vesić, Dragan and Vujačić, Milja and Joksimović, Aleksandra",
year = "2018",
abstract = "Tematska analiza predstavlja fleksibilan metod za identifikovanje, tumačenje i
izveštavanje o obrascima uočenim u analiziranim podacima (Braun & Clarke, 2006). Data
fleksibilnost, sa jedne strane, daje prostor za različite izbore u vezi sa načinima upotrebe
tematske analize za konkretne istraživačke svrhe, dok sa druge strane, istraživače može dovesti
u neugodnu poziciju ukoliko dati izbori nisu jasni i eksplicirani.",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju Filozofskog fakulteta",
journal = "Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi - Zbornik radova",
title = "Metodološki izazovi u primeni tematske analize sadržaja  – primer jednog istraživanja",
pages = "155-151",
url = "https://hdl.handle.net/21.15107/rcub_ipir_810"
}

Vesić, D., Vujačić, M.,& Joksimović, A.. (2018). Metodološki izazovi u primeni tematske analize sadržaja  – primer jednog istraživanja. in Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi - Zbornik radova
Beograd : Institut za pedagoška istraživanja., 151-155.
https://hdl.handle.net/21.15107/rcub_ipir_810

Vesić D, Vujačić M, Joksimović A. Metodološki izazovi u primeni tematske analize sadržaja  – primer jednog istraživanja. in Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi - Zbornik radova. 2018;:151-155.
https://hdl.handle.net/21.15107/rcub_ipir_810 .

Vesić, Dragan, Vujačić, Milja, Joksimović, Aleksandra, "Metodološki izazovi u primeni tematske analize sadržaja  – primer jednog istraživanja" in Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi - Zbornik radova (2018):151-155,
https://hdl.handle.net/21.15107/rcub_ipir_810 .

TY  - JOUR
AU  - Joksimović, Aleksandra
AU  - Vujačić, Milja
AU  - Stanković, Dejan
PY  - 2012
UR  - http://ipir.ipisr.org.rs/handle/123456789/193
AB  - The article presents an analysis of the results of the research aimed at examining the relatedness of the teachers' implicit pedagogies and their initiatives for cooperation with students' parents. The starting hypothesis was that the acceptance of modern pedagogical ideas (new pedagogic paradigm) leads towards more successful initiative of the teachers for the cooperation with their students' parents. The sample included 118 subject teachers and 78 class teachers from elementary schools in Serbia. The procedure included a correlation chart and special assessment scales were construed for examining implicit pedagogies and teacher's readiness for cooperation with parents. The results indicate the lack of the initiative of both groups of teachers for enhanced cooperation with parents as it should be in modern school. The research showed the implicit pedagogies of the teachers are still somewhere between traditional and modern pedagogic ideas. Subject teachers showed lower levels of initiative for cooperation with parents, as well as lower levels of acceptance of the 'new pedagogic paradigm' in comparison with class teachers. Among the latter the relatedness of their implicit pedagogies and initiatives for cooperation with parents was established, while it was not evident among subject teachers. In order to enhance the cooperation between school and family the existing personal pedagogic ideas of the teachers should change and come closer to the 'new pedagogic paradigm' which might be achieved through pre-service and in-service teacher training and provision of more support by school and educational system.
AB  - U radu su analizirani rezultati istraživanja koje je imalo za cilj ispitivanje povezanosti implicitnih pedagogija nastavnika i njihove inicijative za saradnju s roditeljima. Polazi se od pretpostavke da prihvatanje savremenih pedagoških ideja (nova pedagoška paradigma) doprinosi većoj inicijativi nastavnika za saradnju s roditeljima. U istraživanju je učestvovalo 118 nastavnika predmetne nastave i 78 nastavnika razredne nastave iz osnovnih škola u Srbiji. Primenjen je korelacioni nacrt, a za ispitivanje implicitnih pedagogija i inicijative nastavnika za saradnju s roditeljima kreirane su skale procene. Rezultati ukazuju na nedostatak inicijative učitelja i nastavnika za produbljeniju saradnju s roditeljima, kakva bi u savremenoj školi trebalo da se odvija. Istraživanje je pokazalo da su implicitne pedagogije nastavnika još uvek između tradicionalnih i savremenih pedagoških ideja. Rezultati našeg istraživanja ukazuju na manju inicijativu nastavnika predmetne nastave za saradnju s roditeljima, kao i na njihovo manje prihvatanje 'nove pedagoške paradigme', u poređenju s učiteljima. Kod nastavnika razredne nastave je utvrđena povezanost između njihovih implicitnih pedagogija i inicijative za saradnju s roditeljima, dok ta povezanost nije uočena kod predmetnih nastavnika. Za poboljšanje saradnje škole i porodice neophodno je da se postojeća lična pedagoška uverenja nastavnika promene i približe 'novoj pedagoškoj paradigmi', putem inicijalnog obrazovanja i daljeg stručnog usavršavanja nastavnika, kao i kroz obezbeđivanje veće podrške na nivou škole i obrazovnog sistema.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Teachers' implicit pedagogies and their initiatives for cooperation with parents
T1  - Implicitne pedagogije nastavnika i njihova inicijativa za saradnju s roditeljima
EP  - 446
IS  - 3
SP  - 432
VL  - 61
UR  - https://hdl.handle.net/21.15107/rcub_ipir_193
ER  - 

@article{
author = "Joksimović, Aleksandra and Vujačić, Milja and Stanković, Dejan",
year = "2012",
abstract = "The article presents an analysis of the results of the research aimed at examining the relatedness of the teachers' implicit pedagogies and their initiatives for cooperation with students' parents. The starting hypothesis was that the acceptance of modern pedagogical ideas (new pedagogic paradigm) leads towards more successful initiative of the teachers for the cooperation with their students' parents. The sample included 118 subject teachers and 78 class teachers from elementary schools in Serbia. The procedure included a correlation chart and special assessment scales were construed for examining implicit pedagogies and teacher's readiness for cooperation with parents. The results indicate the lack of the initiative of both groups of teachers for enhanced cooperation with parents as it should be in modern school. The research showed the implicit pedagogies of the teachers are still somewhere between traditional and modern pedagogic ideas. Subject teachers showed lower levels of initiative for cooperation with parents, as well as lower levels of acceptance of the 'new pedagogic paradigm' in comparison with class teachers. Among the latter the relatedness of their implicit pedagogies and initiatives for cooperation with parents was established, while it was not evident among subject teachers. In order to enhance the cooperation between school and family the existing personal pedagogic ideas of the teachers should change and come closer to the 'new pedagogic paradigm' which might be achieved through pre-service and in-service teacher training and provision of more support by school and educational system., U radu su analizirani rezultati istraživanja koje je imalo za cilj ispitivanje povezanosti implicitnih pedagogija nastavnika i njihove inicijative za saradnju s roditeljima. Polazi se od pretpostavke da prihvatanje savremenih pedagoških ideja (nova pedagoška paradigma) doprinosi većoj inicijativi nastavnika za saradnju s roditeljima. U istraživanju je učestvovalo 118 nastavnika predmetne nastave i 78 nastavnika razredne nastave iz osnovnih škola u Srbiji. Primenjen je korelacioni nacrt, a za ispitivanje implicitnih pedagogija i inicijative nastavnika za saradnju s roditeljima kreirane su skale procene. Rezultati ukazuju na nedostatak inicijative učitelja i nastavnika za produbljeniju saradnju s roditeljima, kakva bi u savremenoj školi trebalo da se odvija. Istraživanje je pokazalo da su implicitne pedagogije nastavnika još uvek između tradicionalnih i savremenih pedagoških ideja. Rezultati našeg istraživanja ukazuju na manju inicijativu nastavnika predmetne nastave za saradnju s roditeljima, kao i na njihovo manje prihvatanje 'nove pedagoške paradigme', u poređenju s učiteljima. Kod nastavnika razredne nastave je utvrđena povezanost između njihovih implicitnih pedagogija i inicijative za saradnju s roditeljima, dok ta povezanost nije uočena kod predmetnih nastavnika. Za poboljšanje saradnje škole i porodice neophodno je da se postojeća lična pedagoška uverenja nastavnika promene i približe 'novoj pedagoškoj paradigmi', putem inicijalnog obrazovanja i daljeg stručnog usavršavanja nastavnika, kao i kroz obezbeđivanje veće podrške na nivou škole i obrazovnog sistema.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Teachers' implicit pedagogies and their initiatives for cooperation with parents, Implicitne pedagogije nastavnika i njihova inicijativa za saradnju s roditeljima",
pages = "446-432",
number = "3",
volume = "61",
url = "https://hdl.handle.net/21.15107/rcub_ipir_193"
}

Joksimović, A., Vujačić, M.,& Stanković, D.. (2012). Teachers' implicit pedagogies and their initiatives for cooperation with parents. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 61(3), 432-446.
https://hdl.handle.net/21.15107/rcub_ipir_193

Joksimović A, Vujačić M, Stanković D. Teachers' implicit pedagogies and their initiatives for cooperation with parents. in Nastava i vaspitanje. 2012;61(3):432-446.
https://hdl.handle.net/21.15107/rcub_ipir_193 .

Joksimović, Aleksandra, Vujačić, Milja, Stanković, Dejan, "Teachers' implicit pedagogies and their initiatives for cooperation with parents" in Nastava i vaspitanje, 61, no. 3 (2012):432-446,
https://hdl.handle.net/21.15107/rcub_ipir_193 .

TY  - JOUR
AU  - Joksimović, Aleksandra
AU  - Vujačić, Milja
AU  - Lalić-Vučetić, Nataša
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/164
AB  - The paper considers the specifics of teaching art that emphasize the need for the individualized approach in the work with children. The first part offers a short account of the historical development of art teaching in the light of different views on the functions and aims of aesthetic education. Highlighted are developmental-psychological aspects and methodological issues related to aesthetic education. The second part stresses the importance of the individualized approach in work with children in art classes in order to meet the specific needs of each child, to stimulate their creativity in problem solving and develop a research approach in studying art contents, as well as integrating them with the contents of other school subjects. Stressed also is the need for adequate pre-service and in-service teacher training.
AB  - U radu se razmatraju specifičnosti nastave likovne kulture i ističe se potreba za primenom individualizovanog pristupa u radu s decom. U prvom delu rada dat je prikaz istorijskog razvoja nastave likovne kulture kroz analizu različitih shvatanja o funkciji i ciljevima estetskog vaspitanja i obrazovanja. Ukazano je na razvojno-psihološki aspekt i metodička pitanja estetskog vaspitanja i obrazovanja. U drugom delu rada ističe se značaj primene individualizovanog pristupa u radu s decom na časovima likovne kulture radi izlaženja u susret osobenostima deteta i podsticanja kreativnog rešavanja problema i istraživačkog pristupa u učenju likovnih sadržaja i omogućavanje njihovog povezivanje sa sadržajima drugih predmeta. Ističe se potreba za adekvatnim inicijalnim obrazovanjem i stručnim usavršavanjem nastavnika iz ove oblasti.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - The specifics of art teaching and the need for the individualized approach to the student
T1  - Specifičnosti nastave likovne kulture i potreba za individualizovanim pristupom učeniku
EP  - 204
IS  - 2
SP  - 191
VL  - 59
UR  - https://hdl.handle.net/21.15107/rcub_ipir_164
ER  - 

@article{
author = "Joksimović, Aleksandra and Vujačić, Milja and Lalić-Vučetić, Nataša",
year = "2010",
abstract = "The paper considers the specifics of teaching art that emphasize the need for the individualized approach in the work with children. The first part offers a short account of the historical development of art teaching in the light of different views on the functions and aims of aesthetic education. Highlighted are developmental-psychological aspects and methodological issues related to aesthetic education. The second part stresses the importance of the individualized approach in work with children in art classes in order to meet the specific needs of each child, to stimulate their creativity in problem solving and develop a research approach in studying art contents, as well as integrating them with the contents of other school subjects. Stressed also is the need for adequate pre-service and in-service teacher training., U radu se razmatraju specifičnosti nastave likovne kulture i ističe se potreba za primenom individualizovanog pristupa u radu s decom. U prvom delu rada dat je prikaz istorijskog razvoja nastave likovne kulture kroz analizu različitih shvatanja o funkciji i ciljevima estetskog vaspitanja i obrazovanja. Ukazano je na razvojno-psihološki aspekt i metodička pitanja estetskog vaspitanja i obrazovanja. U drugom delu rada ističe se značaj primene individualizovanog pristupa u radu s decom na časovima likovne kulture radi izlaženja u susret osobenostima deteta i podsticanja kreativnog rešavanja problema i istraživačkog pristupa u učenju likovnih sadržaja i omogućavanje njihovog povezivanje sa sadržajima drugih predmeta. Ističe se potreba za adekvatnim inicijalnim obrazovanjem i stručnim usavršavanjem nastavnika iz ove oblasti.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "The specifics of art teaching and the need for the individualized approach to the student, Specifičnosti nastave likovne kulture i potreba za individualizovanim pristupom učeniku",
pages = "204-191",
number = "2",
volume = "59",
url = "https://hdl.handle.net/21.15107/rcub_ipir_164"
}

Joksimović, A., Vujačić, M.,& Lalić-Vučetić, N.. (2010). The specifics of art teaching and the need for the individualized approach to the student. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 59(2), 191-204.
https://hdl.handle.net/21.15107/rcub_ipir_164

Joksimović A, Vujačić M, Lalić-Vučetić N. The specifics of art teaching and the need for the individualized approach to the student. in Nastava i vaspitanje. 2010;59(2):191-204.
https://hdl.handle.net/21.15107/rcub_ipir_164 .

Joksimović, Aleksandra, Vujačić, Milja, Lalić-Vučetić, Nataša, "The specifics of art teaching and the need for the individualized approach to the student" in Nastava i vaspitanje, 59, no. 2 (2010):191-204,
https://hdl.handle.net/21.15107/rcub_ipir_164 .