UMETNIČKO DELO KAO POKRETAČ METAKOGNITIVNIH STRATEGIJA UČENjA

Abstract

This paper deals with the question of how a work of art, implemented in art education lessons, can help lower elementary school students develop metacognitive learning strategies with an emphasis on both their own learning and learning of others. Metacognitive activities related to art encourage students to explore, reflect and learn about their personal knowledge. The contribution of cognitive and affective aspects of learning in teaching art through observation and study of a work of art can be explained using the American psychologist Gardner’s theory of multiple intelligences and the principle of the entry points. Gardner’s understanding of intelligence is useful when planning activities in an art class, or in a museum when studying a work of art. In addition, the paper presents the research of Jessica Davis, Gardner’s collaborator, member of the Project Zero team and the creator of the MUSE Project. She organized collaboration between schools and museums, pointing out the great educational potential of museums. The research results have shown that a successful communication through well-designed questions based on the entry points has a positive effect on the development of children’s thinking, exchange of experiences and cooperation during learning. The entry points method can be implemented into teaching, which would improve the curriculum aimed at developing metacognitive learning, encouraging students to be active and have self-initiative in teaching.