APA 6th Edition Kuščević, D., Alijev, B. i Brajčić, M. (2009). Mediteranski motivi u nastavi likovne kulture. Školski vjesnik, 58 (1.), 49-62. Preuzeto s https://hrcak.srce.hr/82589
MLA 8th Edition Kuščević, Dubravka, et al. "Mediteranski motivi u nastavi likovne kulture." Školski vjesnik, vol. 58, br. 1., 2009, str. 49-62. https://hrcak.srce.hr/82589. Citirano 28.10.2021.
Chicago 17th Edition Kuščević, Dubravka, Branka Alijev i Marija Brajčić. "Mediteranski motivi u nastavi likovne kulture." Školski vjesnik 58, br. 1. (2009): 49-62. https://hrcak.srce.hr/82589
Harvard Kuščević, D., Alijev, B., i Brajčić, M. (2009). 'Mediteranski motivi u nastavi likovne kulture', Školski vjesnik, 58(1.), str. 49-62. Preuzeto s: https://hrcak.srce.hr/82589 (Datum pristupa: 28.10.2021.)
Vancouver Kuščević D, Alijev B, Brajčić M. Mediteranski motivi u nastavi likovne kulture. Školski vjesnik [Internet]. 2009 [pristupljeno 28.10.2021.];58(1.):49-62. Dostupno na: https://hrcak.srce.hr/82589
IEEE D. Kuščević, B. Alijev i M. Brajčić, "Mediteranski motivi u nastavi likovne kulture", Školski vjesnik, vol.58, br. 1., str. 49-62, 2009. [Online]. Dostupno na: https://hrcak.srce.hr/82589. [Citirano: 28.10.2021.]
Sažetak In this study we have concentrated on the Mediterranean region by undertaking a survey on the use of Mediterranean motifs in art classes. The results of the survey and their analysis indicate the following: teachers change motifs in art classes and in doing so they often choose Mediterranean motifs as they fi nd them important for building child’s identity. When dealing with Mediterranean motifs, teachers most frequently employ painting and drawing techniques and neglect graphic and sculpting art techniques.
Pupils accept Mediterranean motifs very well, but teachers reckon that the choice of motifs is not crucial in success of children’s works. Most teachers use authentic reality as a motivation, although teachers from rural and suburban schools take children outdoors more often. Teachers from city and suburban schools usually choose motifs from nature, while rural school teachers prefer folk customs and ethnographic heritage. According to teachers’ reports, Mediterranean motifs enforce children’s aesthetic sensibility, the sense of belonging to the community, personal identity and a positive attitude towards artistic heritage.