DIDAKTIČKI KONCEPTI ZA POTICANJE KRITIČKOG MIŠLJENJA U NASTAVI LIKOVNE UMJETNOSTI
DIDACTIC CONCEPTS FOR FOSTERING CRITICAL THINKING IN VISUAL ART TEACHING

Summary/Abstract: The various transformation of postmodern education era has led to the change in learning and teaching concept. It is directed to the development of meta competencies, and emphasized the critical thinking as the main skill. The most influential pedagogy in educational sciences was a critical one which approaches to a student as an active recipient who is responsible for his knowledge. And the very discipline of the art history has been by experienced epistemological changes to the critical art history, turning to the recipient and the transfer of the various aspects of visual culture meaning, not only the artworks. Contemporary artists use modern methods that actively involve cognitive observer’s cognition, so usual way of looking at art, from the aspect of form, are not sufficient for understanding the artworks as a social construct any more. A pupil, using critical instruments, at the same time should be capable to judge the world picture mass production, recognizing the role of art in contemporary life. Critical thinking involves higher-level operations of thinking and as well as the development of cognitive skills, but first of all, it develops attitude argumentation approach and problems consideration from multiple point of view. The didactic concept of critical thinking development in teaching of Visual Art are considered in this paper. Free opinion expression requires the stimulation of the classroom environment, as well as the freedom in choice of artwork examples. The critical reflection has to be stimulated by problem approach, which includes artwork from the distant past to the contemporary examples. Problems should be considered in different context, historical and formal one is just some of the possibility. The inclusion of popular culture content is also necessary as the integral part of students’ lives.

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