Paauglių dailės mokymosi motyvacijos veiksniai

LTPaauglystėje mažėja susidomėjimas kūrybine veikla, kadangi šio amžiaus mokiniai pradeda kritiškai vertinti savo kūrybą. Tačiau ne visi paaugliai abejingi kūrybai. Koks tokių, kūryba užsiimančiųpaauglių požiūris įdailės pamokas, bandoma šiame straipsnyje atskleisti atliktų tyrimų pagrindu. Užsiimantys kūrybine veikla paaugliai labiau domisi dailės pamokomis ir tęstine šios srities veikla. Kai motyvacija teigiama, jie drąsiau išbando naujas technikas ir priemones, pozityviau vertina savo kūrybines galias, kūrybos rezultatus ir labiau pasitiki savo jėgomis.

ENPupils in 5th-7th forms stop drawing, no longer wish to engage in creative activities, become very self-critical, and their motivation for studying art decreases. It is precisely at around this age that the spontaneous creativity of children disappears and their thinking changes. In teaching art, one should base oneself on the concept that artistic creation is not just an area of professional activity. It is one of the natural needs of mankind, prompting the revelation of a person's creative powers. Therefore, it is important to ascertain what the motives this age period has for learning art. The greater part of pupils wishing to engage in creative activity in adolescence consists of girls. Adolescents willingly engaging in creative activity are very interested in art lessons; these are more interesting for them. In addition, these pupils prefer to participate in creative activities (exhibitions, events); they are also more interested in trying out new techniques and measures (to become familiar with new possibilities of expression). External motives are likewise very important for hem, i.e. how their classmates and parents evaluate the results of their creative work. Only a small percentage of the 5th-7th form pupils think that art activity does not develop any skills; about half - think that this activity develops the eye, mind, and senses; more than half - think that art activity develops creative skills. The respondents also think that art activity teaches one to become more familiar with the word (~20 %), to associate with others (-10 %), and to think (-30 %).