<\/p>\n
\u0160irina koju nudi polje likovne umjetnosti zahvalna je osnova za interdisciplinarni pristup kada imamo u mislima nastavu. Osobito u suvremenoj likovnoj umjetnosti vi\u0161e ne mo\u017eemo govoriti o jednozna\u010dnom razumijevanju skulpture, slike, crte\u017ea, jer se, uz ova umjetni\u010dka podru\u010dja, pojavljuju i razli\u010dite umjetni\u010dke prakse kao \u0161to su performans, video instalacije i sli\u010dno. Kroz takve umjetni\u010dke prakse nastavnici mogu, na svim razinama pou\u010davanja, prona\u0107i odgovaraju\u0107e na\u010dine, kako u\u010denicima pribli\u017eiti sadr\u017eaj, s njime ih upoznati i odu\u0161eviti. Prije svega, u poruci umjetni\u010dkog rada mogu\u0107e je prona\u0107i i prepoznati didakti\u010dku vrijednost. Takva umjetni\u010dka djela, koja imaju dru\u0161tveno-politi\u010dki sadr\u017eaj, ekolo\u0161ke, sociolo\u0161ke i druge sli\u010dne teme, u praksi su prepoznata kao dobar spoj ili na\u010din da nastavnik aktualne sadr\u017eaje obra\u0111uje s u\u010denicima upravo preko odabranog umjetni\u010dkog djela. The broad space provided by the field of fine art is a welcome basis for interdisciplinary approach when thinking about teaching. First of all, in contemporary artistic practices it is no longer possible to talk about a single understanding of a statue, painting, or drawing; beside these artistic areas there are also other artistic practices such as performance, video-installation, and the like. Via this kind of artistic practices teachers at all educational levels can find an appropriate way to bring the content closer to learners, to make them familiar with it or even enthusiastic about it, but\u2014the most importantly\u2014to find didactic value in the message of the work of art. In practice this kind of artworks, which bear a socio-political content, an ecological topic, a sociological theme\u2014not to give further examples\u2014prove to be a good link or method for the teacher to discuss a topical issue with learners exactly via a selected artwork. <\/p>\n
\nU \u010dlanku \u0107emo predstaviti na\u010dine kako postupati kod odabira odgovaraju\u0107eg suvremenog umjetni\u010dkog djela pri uklju\u010divanju u didakti\u010dke pristupe u nastavi. Vidjet \u0107emo da suvremeni umjetnici nisu toliko udaljeni od tradicionalnih vrijednosti i tradicija kako ih, \u010dak i pogre\u0161no, deklariramo. Kvalitativni rezultati istra\u017eivanja koje prezentiramo pokazuju potpuno druga\u010diji pogled i mogu biti dobra osnova za nastavnike kako razredne nastave tako i nastavnika na predmetnom stupnju da suvereno upotrijebe tu vrstu sadr\u017eaja. Oni su dio svakodnevnog \u017eivota i u\u010denici ih prate pa bi zbog toga bilo dobro da se i nastavnici odazovu na odgovaraju\u0107i na\u010din.
\nKlju\u010dne rije\u010di:<\/strong> suvremena likovna umjetnost, osnovna \u0161kola, interdisciplinarni pristup, kurikulum<\/p>\nFine art as an incentive for modern teaching strategies<\/strong>
\n(Abstract)<\/h3>\n
\nIn the article we are going to present ways how to go about selecting a suitable contemporary work of art to be included into didactic approaches in teaching. We will see that contemporary artist are not as remote from traditional values and tradition as sometimes one might\u2014also wrongly\u2014believe they are. The qualitative results of the study presented demonstrate a totally different view and can serve as a good foundation for the teacher\u2014both at primary and at secondary level\u2014to be able to more sovereignly reach for this kind of contents. They represent part of the everyday after all, the learners observe them, so it is correct teachers also respond to them in an appropriate way.
\nKey Words<\/strong>: contemporary fine art, elementary school, interdisciplinary approach, curriculum<\/p>\n