APA 6th Edition Škojo, T. (2013). KREATIVNOST UČENIKA SREDNJIH ŠKOLA U NASTAVI UMJETNIČKOGA PODRUČJA. Život i škola, LIX (29), 300-316. Retrieved from https://hrcak.srce.hr/121411
MLA 8th Edition Škojo, Tihana. "KREATIVNOST UČENIKA SREDNJIH ŠKOLA U NASTAVI UMJETNIČKOGA PODRUČJA." Život i škola, vol. LIX, no. 29, 2013, pp. 300-316. https://hrcak.srce.hr/121411. Accessed 4 Apr. 2020.
Chicago 17th Edition Škojo, Tihana. "KREATIVNOST UČENIKA SREDNJIH ŠKOLA U NASTAVI UMJETNIČKOGA PODRUČJA." Život i škola LIX, no. 29 (2013): 300-316. https://hrcak.srce.hr/121411
Harvard Škojo, T. (2013). 'KREATIVNOST UČENIKA SREDNJIH ŠKOLA U NASTAVI UMJETNIČKOGA PODRUČJA', Život i škola, LIX(29), pp. 300-316. Available at: https://hrcak.srce.hr/121411 (Accessed 04 April 2020)
Vancouver Škojo T. KREATIVNOST UČENIKA SREDNJIH ŠKOLA U NASTAVI UMJETNIČKOGA PODRUČJA. Život i škola [Internet]. 2013 [cited 2020 April 04];LIX(29):300-316. Available from: https://hrcak.srce.hr/121411
IEEE T. Škojo, "KREATIVNOST UČENIKA SREDNJIH ŠKOLA U NASTAVI UMJETNIČKOGA PODRUČJA", Život i škola, vol.LIX, no. 29, pp. 300-316, 2013. [Online]. Available: https://hrcak.srce.hr/121411. [Accessed: 04 April 2020]
Abstracts In secondary schools, arts education is primarily achieved through core curriculum which includes subjects such as music and art. The first attempts to interact music and art in the Croatian educational system were in the 1960s. The curriculum of that time envisaged teaching music together with visual arts in a subject called: The Arts. The lessons were based on the chronological presentation of the development of visual arts and music. The school year 1990/1991 brought back grammar schools and , pursuant to the curriculum accepted in 1994, in all grammar schools the subject in which music was taught was called Music arts whereas teaching art was called Visual arts.
Although the beginning of the 20th century brought significant changes in the Croatian educational system, teaching music and art in grammar schools has not been changed in the last fifty years. The same teaching model has been applied, based on the diachronical principle giving a chronological overwiev of music and visual arts. Arts education teaching practice thus far has allowed us to reconsider the appropriateness of the present teaching methods in relation to the demands of modern society and the didactic framework which meet the needs and interests of the contemporary student.
Taking into account that the teacher's creativity is essential to forgo the established teaching methods in favour of an open and flexible teaching process, research was done in order to determine the relationship of secondary students to arts education. The research focused on different aspects of creativity in arts education, on teachers' behaviour and the influence of creativity in the teaching process as to adjust the teaching content and to modernise and improve the traditional teaching model.
In the research, 586 secondary students from Osijek were involved. The results have shown that the students connect the concept of teaching a certain subject exclusively with the way of teaching. There is no apparent interdisciplinarity between subjects in the artistic field. It has been established that the students acknowledge the importance of creativity in the teaching process. They have also been able to recognize the elements of a creative presentation and to evaluate the creativity and quality of the way of teaching.