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1

Fotografia jako narzędzie w działaniach na rzecz integracji międzykulturowej i międzypokoleniowej

100%
Dulęba J.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2013
|
vol. 14
149-161
XX
The article relates to a series of workshops, artistic activities, exhibitions and presentations conducted by the students of Cultural Animation of the University of Zielona Góra and the AFA Photography College between 2009 and 2012. The actions included three countries of Eastern Europe (Poland, Ukraine and Romania) and took place in small villages situated away from large urban areas. The objectives of the actions were: deepening the photo workshop, performing the activities and presentations in already existing, often untypical conditions, media education, intercultural and intergenerational integration. The results of the actions exceeded the expected effects. Artistic activities have become a regular feature of the culture of the villages gathering more and more inhabitants and the youth deepens knowledge of their origins and traditions of the region. There has been collected extensive photographic documentation of places that will probably disappear due to the growing civilization. The workshop activities are not only aimed at media education and inspiring critical image analysis, awakening sense of aesthetics and documenting the cultures disappearing under the influence of civilizational transformations, but also at arousing interest and supporting the unique cultural phenomena with all their diversity, colour, flavour and music.
2

Developing Visual Perception as a Stimulator of Artistic Activities of Children

75%
Szuścik U.
Creativity. Theories – Research - Applications
|
2016
|
vol. 3
|
issue 1
34-43
EN
I would like to present research in the field of art – specifically, in the artistic education of younger school children. The natural pedagogical experiment consisted of carrying out an art education programme aimed at developing the visual perception of children with regard to visual qualities, i.e. colour, line and solid representations. In the first part of experiment the children learned about these basic visual qualities and produced free interpretations of them. In the second part of the experiment the artistic problem of contrast in the learned visual qualities appeared. During the third part of the experiment children perceived the familiar qualities in relative relations. As visual perception determines the character and quality of artistic activities in children in such a significant way, it seems worth trying to revise the system of developing their artistic activities that has been used so far in art education.
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