engleski

Problem-based learning and teaching in the process of experiencing and creating an artwork

This article highlights the importance of problem- based learning and teaching in the complex process of experiencing and creating an artwork. It includes citations of the crucial features of problem-based teaching concerning the traditional direct instruction, i.e. teacher-centred approach, which is, unfortunately, still prevalent at the higher education level. The origin is intentionally the problem when designing problem- based teaching, as its solution requires the creative students' activity. The artwork represents an art problem in the scope of arts education for the observer, perceiver and creator due to its multi-layering. Therefore, the art problem is not based or solved only on thought (intellectual) operations. It includes emotional activity, i.e. fantasy, as the person who solves the art problem engages emotionally (reliving the issue) and intellectually (trying to solve it – trying to get to know it). We cite some examples of art tasks designed with a focus on the problem, along with methodological approaches that encouraged the exploratory learning, multi-layered experience and creative artistic expression of students and artists. One may conclude that problem-based learning and teaching in the experiencing and shaping of an artwork process should become an educational standard and included in the entire educational vertical (from kindergarten to college). This is because it encourages children and students to engage in lateral thinking, emotional learning and creative expression. It strives to establish an equilibrium among the cognitive, affective and psychomotor domains of the human personality and activity, distorted for decades in the teacher-directed teaching method.

fine art education ; artwork ; problem-based learning

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