Magistro darbe nagrinėjamos estetinio-meninio papildomo ugdymo organizavimo aplinkybės, teoriniai aspektai; nubrėžiamos šio ugdymo organizavimo tobulinimo gairės, pateikiama rekomendacijų ugdymo įstaigoms, organizuojančioms estetinį-meninį ugdymą. / Additional aesthetic-artistic development sistem include same way a formal art bringing up according to a special train programmes and edditional development, witch include different additional aesthetic purpose classes, activities, clubs and researches. However, in an every single activity, art is first of all values creator and our emotionals experiences area. Understanding a piece of art is very close to that experience, what we call social-culture values.

In creating the common European space on higher education, the significance of cultural studies and personal activeness are emphasized, as well as the specialists’ creative activity format, mobility abilities and experience are highlighted. It raises the task to stimulate a student’s vocational maturity in the study process. A student’s personality matures under the influence of the subject study of both general education, including artistic education, and vocational training. It is topical to determine the relationship of artistic education and vocational training and thus create a unified process of stimulating an individual’s maturity. Therefore, the relationship of artistic education and vocational training is topical in organizing subject studies at as institution of higher education. The dissertation discloses the prerequisites of artistic education and vocational training and verifies its possibilities and significance in modeling subject studies. It singles out the system of criteria, indicators and guidelines of the study assessment – these are pedagogical factors stipulated from the individual’s viewpoint and their unified entirety (model), which is significant for both the teacher and the student. It has been determined that artistic education stipulated from the vocational viewpoint and vocational training stipulated from the artistic viewpoint is a valid pedagogical factor of the studies organization and students’ vocational maturity; and the unity of artistic... [to full text]

The aesthetics of material environment grounded on design influences us. We are sensitive to space (to its certain volume); it influences our psychological state. Everyone of us encounters material environment as a user, perceiver or creator. Modern teenager finds it quite difficult to perceive himself and his relation with the surrounding reality or the forms of reality. It is even quite difficult to tell what is material environment. Modern technologies can easily present fiction, imitation as a reality, which we start trusting, perceive and live in. The man communicates with the environment and information. His imagination has to start to evaluate, form and change the material environment in a creative way, employing cognitive, logical and emotional processes. Design as designing of material environment, artistic constructing, creation of aesthetic appearance combines art, science and technics. Aesthetic cognisance is significant in its evolutionary sense too, because it enables to model and describe internal and external world, which surely would be impossible to represent just in the rational way. Aesthetic value describes the so-called object, on one hand as the totality of peculiarities and various relations, and on the other hand, as the relation of those peculiarities and the man with the environment (natural, social, material). This research work provides a broader analysis of aesthetic reflection of design as one of the types of aesthetic activities. Design... [to full text]

The thesis “Development of artistic perception by means of animation at out-of-school activities of 12-16 year old pupils” was worked out to analyze ways and possibilities of pedagogical impact by means of animation, as well as to elaborate the influence of the theory and practice of animation on artistic perception. The aim of this study work is to reveal development possibilities of artistic perception through animation. The subject of the research paper is many-sided artistic perception of school children from 12 to 16 years of age and its development. Brief history of animation origination and formation in the world, its development in Lithuania as well as pedagogical methods of application of Lithuanian animation are presented in the first part of the thesis. Second part of the study work elaborates on animation terms and the description of its specifics. Presumptions of pedagogical and psychological impact on teenagers, visual (screen) communications, including animation, are also reviewed in the second part. The third part examines development of artistic perception in the process of creation of animation films. An experiment carried out in animation school along with questionnaires reflecting viewpoints of secondary school children and animation hobby groups also find its description in the third part. This part also analyses the differences in artistic perception. Survey data are being illustrated via diagrams. The whole research paper confirmed that animation... [to full text]

Artistic training from the point of view of a student is considered to be a solid process in which impacts of different educational institutions interflow. The research material and report on the educational process participants', teachers' of art block attitude toward artistic activity allows to define and evaluate organizing forms and methods of artistic training and a positive attitude on artistic activity stimulation opportunities.

The completed research allows to conclude that abstract expression holds a key importance in the process of art tuition. Its influence on children visual reflection is determined by a number of factors: the development of student's thinking process, his individual character, visual reflection forms, relevant teaching methods and valuation of student's works. This research describes the techniques the tutor uses for the purpose to understand the student, best reveal his unique inner capabilities and skills and facilitate their development. In early age, when children only start to realize the principals of abstract art, they create abstract compositions on playing grounds. Their creativity, active imagination, thinking capabilities and intuition expand and improve on the way. In upper grades, when the attractiveness of drawing and working as a process fades out, the weight of drawing result continually increases. This is the age when children lose the joy of spontaneous creation, while the attempt at realistic expression encounters an essential lack of skills. Children are willing to be taught and they seek definite rules. Still they cannot generalize consciously, therefore the most appropriate tasks are design of ornaments out of geometrical figures, lines and colours. This way they get acquainted with the means of abstract expression in art, and these provide a positive impulse for the enhancement of creative capabilities and overall personality maturing. 14 – 18 years... [to full text]

Magistro darbo objektas – 1904-1918 metų lietuviškos knygos. Darbo tikslas – nagrinėti 1904-1918 metų lietuviškas knygas kaip meno kūrinius. Pagrindiniai darbo uždaviniai: • peržiūrėti 1904-1918 m. lietuviškas knygas, atkreipiant dėmesį į jų iliustravimą ir apipavidalinimą. • išsiaiškinti, kokie puošybos elementai iliustruoja tekstą, su juo siejasi, o kurie dekoruoja knygą; • atskleisti knygos grožį nagrinėjant dailininkų kurtų iliustracijų bei puošybinių elementų stilistiką; • aptarti knygų tipografiką – knygos praktiško (utilitarinio-informacinio) ir meninio aspekto derinimą; • analizuoti 1904-1918 metų lietuviškų knygų meninį lygį lėmusias aplinkybes. • pateikti puošybos elementų pavadinimų ir tipografikos terminų aiškinimus. • surasti ir identifikuoti kuo daugiau dailininkų apipavidalintų knygų. Naudojantis analizės, istoriniu, formaliuoju (morfologiniu) metodais prieita prie išvados, kad nors tipografijos principai susiformulavo tik XX amžiaus 3 dešimtmetyje, jau 1904-1918 m. laikotarpiu buvo išleista šiuos principus atitinkančių leidinių. Tokių knygų apipavidalintojai dažniausiai būdavo žymūs XX a. pradžios Lietuvos menininkai. Lietuvoje 1904-1918 metų laikotarpiu dirbant gausiam kultūros veikėjų bei menininkų būriui galima buvo išleisti puikių leidinių, savo poligrafine kokybe bei architektonika nenusileidžiančių tuo metu kitose šalyse leistiems leidiniams. Finansiniai sunkumai, politinė šalies situacija ir kitos kliūtys įtakojo mažą menininkų apipavidalintų knygų... [toliau žr. visą tekstą] / Book typography of the beginning of the XX century is very important as a significant cultural heritage. The aim of this work is to analyse XX century beginning book as an art piece. The main tasks were to find books decorated by professional Lithuanian artists; to find out what kind of decorative elements were illustrating book and the relationship between decorated book amount and political-economical situation in country. There is very little research done about book architectonics during 1904-1918. By making an investigation about book art and design of the printings, released in the beginning of the XX century, mostly all books were viewed de visu. Main source of the listing was in 1904-1918 Years Published Books List, taken from Bibliographic and book research centre. Book typography investigations were made on the grounds of famous book art researcher’s articles and publications. Research began in the year 1904, after the cancellation of the law that prohibited the press with Lithuanian letters. Years until First World War were very productive for newly established publishing offices. They got a lot of new printing machines, skilled workers started to work there. Zincographies and more type-foundry started appeared in Lithuania cities. Those factors influenced better book typography. 1914-1918 period was distinguished for very few originally illustrated books. By making a research about book architectonics, the printings released during 1904-1918 period, were divided... [to full text]

In creating the common European space on higher education, the significance of cultural studies and personal activeness are emphasized, as well as the specialists’ creative activity format, mobility abilities and experience are highlighted. It raises the task to stimulate a student’s vocational maturity in the study process. A student’s personality matures under the influence of the subject study of both general education, including artistic education, and vocational training. It is topical to determine the relationship of artistic education and vocational training and thus create a unified process of stimulating an individual’s maturity. Therefore, the relationship of artistic education and vocational training is topical in organizing subject studies at as institution of higher education. The dissertation discloses the prerequisites of artistic education and vocational training and verifies its possibilities and significance in modeling subject studies. It singles out the system of criteria, indicators and guidelines of the study assessment – these are pedagogical factors stipulated from the individual’s viewpoint and their unified entirety (model), which is significant for both the teacher and the student. It has been determined that artistic education stipulated from the vocational viewpoint and vocational training stipulated from the artistic viewpoint is a valid pedagogical factor of the studies organization and students’ vocational maturity; and the unity of artistic... [to full text]

Darbe aptariama neformaliojo ugdymo situacija Lietuvoje ir užsienyje, analizuojama neformaliojo meninio ugdymo Skuodo rajono Ylakių seniūnijoje specifika. Baigiamojo darbo tikslas – išsiaiškinti meninio ugdymo aspektus, kurie nurodo Ylakių seniūnijos neformalaus meninio ugdymo specifiką. Darbo tikslui pasiekti iškelti šie uždaviniai: apžvelgti neformaliojo meninio ugdymo situaciją Lietuvoje ir užsienyje; išanalizuoti neformaliojo meninio ugdymo kokybę reglamentuojančius švietimo politikos dokumentus; ištirti ir įvardyti Lietuvos ir nedidelio miestelio (Ylakių) neformaliojo meninio ugdymo skirtumus ir panašumus. Tyrimo objektas – Ylakių neformaliojo meninio ugdymo specifika Lietuvos kontekste. Tyrimas atliktas Skuodo meno mokyklos Ylakių skyriuje, naudojant anketinės apklausos metodą (apklausti 55 mokiniai). / The aim of this work: to clarify aspects of art education that shows particularity of the non-formal art education in Skuodas district Ylakiai town. Research objectives: review situation of non-formal art education in Lithuania and abroad; analyze documents affecting the quality of non-formal art education policy; explore and identify the differences and similarities between all of Lithuania and small-town (Ylakiai) non-formal art education. The research object: particularity of Ylakiai non-formal art education in the context of Lithuania. Research was accomplished in Skuodas Art School in department of Ylakiai. 55 pupils were interviewed by using questionnaire survey method.

Paauglystėje asmens brandos raida tarytum pagauna pagreitį, pagauna ir ilgam užtvirtina pagrindinius brandos aspektus, kurie savo pastovumo prasme daugeliui žmonių jau lieka nepakitę visą jų tolesnį gyvenimą. Įvairi vizualinė raiška padeda asmeniui mokytis dailės kalbos. Anot J. Kievišo (2007, 6 p.) „veikdamas asmens dvasinių vertybių sistemą, intelektines, emocines, fizines galias menas skatina individualios kultūros bei sociokultūrinės integracijos raidą ir taip įsilieja į bendrą asmenybės brandos procesą.“ Vizualinės raiškos įvairovė – kelias, kuriuo menas pasiekia ugdytinio suvokimą, veikia jį ir ugdo pilnavertę asmenybę. 5–8 klasių mokinių amžiaus tarpsnis ypatingas. Vaikai tampa paaugliais, kinta jų mąstymas, suvokimas, norai, požiūris. Dažnai vaikai praranda motyvaciją mokytis, „nebemoka“ piešti, protestuoja prieš juos supančią aplinką. Šiame amžiaus tarpsnyje pastebimas kūrybiškumo lūžis. Tam, kad ugdytinių kūrybiškumas toliau laipsniškai augtų, jau reikalingi papildomi svertai. Manoma, kad vizualinės raiškos įvairovė gali būti raktas, sprendžiant kūrybiškumo ugdymo problemas. Nagrinėjamas darbo objektas – vizualinės raiškos įvairovės svarba dailės pamokose, jos vaidmuo 5–8 klasių mokinių meniniam ugdymui. Darbo tikslas – atskleisti vizualinės raiškos įvairovės svarbą 5–8 klasių mokinių meniniam ugdymui. Iškelta hipotezė – dailės technikų ir vizualinės raiškos būdų įvairovė teigiamai veikia, skatina kūrybiškumą, atskleidžia individualius gebėjimus, daro pastebimą... [toliau žr. visą tekstą] / In adolescence, the development of personal maturity gains acceleration and consolidates the basic maturity aspects, which in the sense of their stability do not change for many people throughout their lives. Different visual expression helps a person to learn the language of art. According to J. Kievišas (2007, p. 6) “by acting on a person’s system of spiritual values, intellectual, emotional and physical capacities, the art stimulates the development of individual culture and socio-cultural integration and in such way adds to the general personal maturity process.” The variety of visual expression is a way through which the art can reach a person’s perception, act upon it and educate a versatile personality. The age of 5th –8th graders is a very special stage of personal development. Children become adolescents with changes in their thinking, reasoning, wishes and attitudes. Often children lose motivation to learn, “do not know how” to draw, express protest against surrounding environment. This stage of development is a turning point in a person’s creativity. In order to develop children’s further creativity, additional stimuli are necessary. The variety of visual expression is supposed to be a key in solving various creativity education problems. The subject of this work is the importance of the variety of visual expression during art lessons, and the role of such variety for the creative education of 5th –8th graders. The purpose of this work is to reveal the importance... [to full text]