Hodnocení kvality expresivních tvořivých úloh ve výuce (na příkladu výtvarné výchovy)
Assessing the quality of expressive creative classroom tasks (using the example of Arts education)

Summary/Abstract: The article deals with the analytical approach to evaluation of expressive tasks. Its aim is to contribute to the explanation of some problems associated with the evaluation of quality in expressive education disciplines, such as art education, drama or music. Argumentation in the article is based on presupposition that pupils during the solution of creative tasks construct the content of their learning as a mean of development of their own dispositions. Explanations are derived from the theory of conceptual integration (Tourner & Fauconier, 2002) and Goodman’s analytic approach to expressive symbolisation. The study introduces and justifies the concept evaluation field of creation, which is conductive to solution of the problem of domain specific content as opposed to non-specificity of target requirements for the development of pupils’ dispositions.

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