My thesis investigates contemporary illustrative art and tendencies occurring in the work of the youngest generation of the Czech illustrators. My objective is to bring an overview of the current forms, shapes, applications and overall state of the contemporary Czech illustration scene. The paper divides the illustration art into four categories, that are then more closely examined in individual chapters. My major focus is on the book illustration in all its current forms. This thesis contains regulatory principles that govern the standard of published illustrated materials through various recognised competitions and awards. I mention different associations and clubs that are currently active in the field of developing contemporary illustration. This occurs not only through grouping of illustrators but also through organising different events and festivals. In the didactic part this paper deals with the role of illustration in child development, specifically its natural artistic expression. This part also includes proposals of teaching materials and curriculum focused on illustration where I introduce my own designs. This appendix follows the above structure and constitutes my own project delivering authorship of visualised illustrations.

Cette recherche s’inscrit dans une volonté de lecture de la formation au projet architectural et urbain dans les écoles françaises tant d’un point de vue pédagogique que didactique. Il s’agit d’identifier les principaux courants d’enseignement transversaux aux ENSA. Pour ce faire nous nous appuyons sur les références modernes comme outil d’identification, élément transversal de tous les enseignements de projet. Nous supposons un lien intrinsèque entre référence, formes de réinterprétation des références et construction des référentiels. Pour vérifier nos hypothèses nous avons cherché à comprendre les grandes périodes historiques de l’enseignement, structurantes de notre modèle actuel. Puis nous avons suivi durant un semestre 6 ateliers issus des ENSA de Bordeaux, Saint-Étienne et Paris Belleville, chacun marqué par une forme de réinterprétation des références. Si la référence apparaît bien comme un outil d’identification propre au projet d’architecture, et que plusieurs formes de réinterprétation sont identifiables (formelle, constructive, méthodologique et valorielle), il n’est plus possible d’identifier des référentiels d’enseignement. La didactique et la pédagogie construisant auparavant le référentiel sont aujourd’hui multiples. De plus la notion de situation intègre l’étudiant dans son processus d’apprentissage. Si nous ne parlons plus de référentiel d’enseignement, nous emploierons le terme de référentiel de compétence pour identifier les transversalités. Cette identification s’adresse à la fois aux enseignants dans le but de positionner leurs pratiques, mais aussi aux étudiants pour qu’ils comprennent les attendus de l’enseignement qui leur est prodigué. Cette recherche souhaite donc réinstaurer un dialogue entre les acteurs du projet. / This research goes along a will of architectural and urban training scheme reading in French schools, such on didactics than teaching skills. It about to identify the main teaching flows across the ENSA. In order to do this, we base on modern references as identifying tools, cross-elements of all teaching projects. We suppose an inherent link between references, reference-reinterpretation forms and frame of reference building. In order to confirm our hypothesis we have tried to understand greats teaching historic periods, structure of our actual model. Then, we have followed during a semester 6 project studios from Bordeaux, Saint-Étienne and Paris Belleville ENSA, each committed by a form of reference reinterpretation. If the reference appears correctly, an identifying tool peculiar to the architectural project, and that multiple forms of reinterpretation are identifiable (formal, constructive, methodological and moral), it is no longer possible to identify frames of reference teaching schemes. Didactics and teaching skills formerly building the frame of reference are nowadays multiple. Furthermore, circumstances concept incorporates the student into his own learning process. If we do not talk about teaching frame of reference anymore, we will use the term of skill frames of reference in order to identify interdisciplinarities. This identification is directed at both teachers and students, in order to get into position their practices, but also to make students reach a better understanding of the teaching goals they receive. This research intends to re-establish a dialogue between the project participants.

The presented master thesis focuses on processing of an art project with the topic "My town Třeboň" as a part of Art classes at secondary school. The thesis is composed of two interconnected parts - the theoretical part and the practical part. The theoretical part discusses the characteristics of Třeboň. It describes the history of the town, urbanism, the sights, the celebrities who emerged from this town and it also provides an accurate depiction of local landscape. Furthermore, the thesis elaborates on project teaching, it briefly introduces its history and lists e.g. projects typology, stages of project teaching and also examines more closely the role of project teaching in art education. The practical part documents and describes the proposed project. Certain portion of the lessons involved took place at the Grammar school in Třeboň. The master thesis is supplemented by a representative photographic documentation in the annex.

This diploma thesis focuses on project teaching method in "civic education" classes, which are focused on history. The contemporary calls for the elimination of fact and positive approach to teaching are encouraged by project teaching method. Project teaching method organises itself in a new way, so the pupils do not have to listen to a lecture, watch demonstrations, remember the information and finally reproduce the received and remembered information. The thesis is divided into two parts, of which the first one is analytical and concerns itself with the essence of project teaching method and its history and use in "civic education" classes. The author is explains how an excursion should look like and how to organise it. An important part of the analytic part is the history of the Czech nazi work-camp called Terezin. In the second practical part, the author emphasises the actual in-class use of the previous findings. The author also incorporates the topic of holocaust into curriculums of certain schools and grades. Finally an excursion which particular schools undertook is described and evaluated via a quantitative questionnaire-based research.

The theoretical part of the thesis is concerned with topics related to project teaching,creativity,framework educational program in field of Man and the world of work and property of nature. The practical part consists of 11 project using products of nature. The end of the practical part deals with verification of created projects and evaluation of implemented projects.

[pt] Um dos pontos centrais nas discussões sobre a pedagogia do design refere-se ao ensino de projeto e ao campo de conhecimento relativo ao processo projetual de configuração de objetos ou sistemas de informações visuais. Historicamente, o desenvolvimento do projeto tem sido visto como ponto de convergência e de articulação dos diversos níveis de saberes adquiridos durante o curso, de forma a conjugar experiências, reflexões, análises e ações práticas. Por conta destes fatores, assumiria um papel nuclear, estrutural, não só em termos curriculares mas, especialmente, no sentido pedagógico e cognitivo. Entretanto, o pleno funcionamento do ensino de projeto com o enfoque de espinha dorsal do curso e motor da formação do conhecimento específi co em design foi bastante difi cultado no período em que vigorou o Currículo Mínimo, estabelecido pelo Conselho Federal de Educação em 1987, por conta de sua estrutura pouco flexível. Com o estabelecimento das Novas Diretrizes Curriculares Nacionais - LDB 9.394/96, as instituições de ensino ganharam autonomia e flexibilidade para definir as propostas pedagógicas e curriculares de seus cursos de graduação. Nesse contexto, refl etir sobre as inúmeras questões que permanecem ou despontam no âmbito do ensino de projeto torna-se imperativo. Essa tese tem como objetivo traçar um panorama da construção de uma realidade relativa ao ensino de projeto em design, conforme está sendo vivenciada em diferentes contextos do país, a partir da identificação e análise de aspectos relevantes do discurso construído na prática pedagógica de um grupo de professores de disciplinas de projeto. Utiliza o método de análise de discursos com o intuito de revelar indicadores daquilo que compõe opiniões, idéias, convicções, conflitos e questionamentos, entre outros aspectos, gerados pela experiência dos docentes que fazem parte do grupo selecionado. O detalhamento metodológico observou alguns princípios básicos do Método de Explicitação do Discurso Subjacente (MEDS) desenvolvido por Nicolaci-da-Costa. As questões abordadas são discutidas sob a ótica da experiência educacional, percebendo-a como território politico, como uma construção social, resultante de um processo histórico. Os pontos centrais relacionam- se à concepção de conhecimento e de educação, assim como à visão e postura frente aos paradigmas e modelos pedagógicos. / [en] One of the main issues in discussions on design courses focuses on teaching project design and the field of knowledge encompassing the project design processes required to confi gure visual information systems or items. Historically, the development of project design has been viewed as a point of convergence and networking for various levels of knowledge acquired during the course, underpinning the conjugation of experiences, refl ections, analyses and practical actions. Due to these factors, it would take on a structural role, not only with regard to the syllabus but more specifi cally in the educational and cognitive senses. However, the full functioning of project design teaching focused on the backbone of the course and the driver behind the formation of specifi c design knowledge was hampered significantly during the time of the Minimum Syllabus, (introduced by the Federal Education Council in 1987), due to its somewhat rigid structure. With the establishment of the New National Syllabus Guidelines in 1996 through Law Nº 9,394, teaching institutions were endowed with greater autonomy and fl exibility for defi ning educational proposals and syllabuses for their undergraduate courses. Within this context, it is imperative to refl ect on the countless issues that still remain or arise within the project design teaching sphere. This thesis intends to outline an overview of the construction of the real situation of project design education in design courses as experienced in a variety of contexts in Brazil, based on the identifi cation and analysis of important aspects of the discourse built up through the teaching practices of a group of project design lecturers. It uses the discourse analysis method in order to disclose indicators refl ecting opinions, ideas, beliefs, confl icts and queries, among other aspects, generated by the experience of faculty members belonging to the selected group. The methodological detailing complies with some basic principles of the Underlying Discourse Unveiling Method developed by Nicolaci-da-Costa. The issues addressed are discussed from the standpoint of educational experience, perceiving it as a political territory, a social construct that is the outcome of a historical process. The key points relate to the concepts of knowledge and education, in addition to vision and stance on teaching paradigms and models.

This Diploma thesis deals with the use of diaries from the Terezín Ghetto in project teaching. Their use should be made through a series of worksheets designed for project teaching. The benefits and success of worksheets were tested on several groups of elementary and secondary schools. The first chapter is devoted to theoretical introduction to the issue of projects and project-based teaching, the following chapter discusses the history of Terezín, the third chapter deals with the Terezín diaries and their authors, in the fourth chapter are placed excerpts of diaries with the relevant historical context. Into the last chapter are included worksheets created on the basis of excerpts from the diaries, their solutions and evaluation for their success by students. The last pages are devoted to the work attachment list and a list of references and online resources. The work demonstrates that diaries are a good source for creating worksheets about everyday life in the Terezín Ghetto and that they bring to learning new ways of work and wider view of the issues being discussed.

The presented theoretical and project diploma thesis was aimed at developing an art project named Head up, during the Art Education lessons in the first level of elementary school. It is structured in two parts, a theoretical and a practical one. The theoretical part provides a general insight into the problems of the sky and the cloud in visual arts and is followed by the project part which consists in eight proposed art lessons, description of the compositions and the didactic analysis of individual lessons. The diploma thesis is followed with pictorial annexes related to the theoretical part, photo documentation of lessons and proposed structured preparation.

The theoretical part of the thesis is devoted to the project methodology and processes information about technical education as a full-fledged subject of the first primary school. The final part of the theoretical work is focused on ten technical monuments from Klatovy that were applied in the creation of educational projects. In the practical part of teaching are developed individual projects that are designed for first grade elementary school. The projects also includes the information base for teachers. Conclusion the practical part is devoted indicative verification project method to use at the elementary school.

This diploma thesis deals with the issue of inquri-oriented teaching physics in elementary school and outlines options for practical implementation examples from practice. The thesis is divided into two parts. The first part of the thesis discusses the basic theoretical background of pedagogy and Didactics of basic education and the problems of the theory of inquri-oriented teaching. The second part of the thesis deals with the specific suggestions for inquri-oriented teaching and practical example of the implementation of the two topics included in the teaching of Physics in elementary school.