Colloquia Theologica Ottoniana

ISSN: 1731-0555     eISSN: 2353-2998    OAI    DOI: 10.18276/cto.2019.2-04
CC BY-SA   Open Access   DOAJ  CEEOL  ERIH PLUS

Issue archive / 2/2019
Obrazy i rysunki w wychowaniu dzieci starszych do patriotyzmu
(Paintings and drawings in the education of older children to patriotism)

Authors: Alicja Szubartowska ORCID
Uniwersytet Opolski

Artur Juzwa ORCID
Uniwersytet Opolski

Radosław Chałupniak ORCID
Uniwersytet Opolski
Keywords: patriotic education education through art patriotic paintings patriotic attitudes education for values
Data publikacji całości:2019-12
Page range:16 (85-100)
Cited-by (Crossref) ?:

Abstract

Patriotic paintings awaken, enlighten, teach, and strengthen love towards the Fatherland. For many addressees, great battle scenes or the representations of events connected with history are linked to shaping the attitude of love towards the home country and they often have been aimed to add strength and motivate to be more engaged in the work for Poland. In the process of patriotic education of older children, the outstanding paintings of Matejko are very helpful. “The Sermon of Skarga” or “Rejtan” were focused on the criticism of the faults of the compatriots, while “Grunwald” on the merits that can serve the Fatherland. The paintings are moving with the clarity of the presented figures, vivacity of colours, complex composition, and rich symbolism. The works of Artur Grottger who created modest drawing cycles referring to the January insurrection were presented to growing children. “Polonia” and “Lithuania” are the result of the artist’s direct reaction to the events contemporary with him. While Grottger draws his addressees’ attention to dramatic contents, Maksymilian Gierymski “writes” a kind of report on the uprising and presents its participants’ daily life. The composition of the work titled “The Insurrectionary Picket in 1863” in a naturalist way transforms the experienced reality into an aesthetic scenery. Analysing a work of art can transfer important information on the world and help in perceiving it in a creative way. Children’s sensitivity to beauty requires methodical openness. Among the activating methods the following were proposed: puzzles, mysteries of people in a painting, completing a painting, or theatricalisation. The works of art used in both school and after-school education can be an essential contribution to building and deepening the relation with one’s home country, discovering one’s roots, and building one’s own identity. After God and family, man owes the most to his Fatherland, namely, language, tradition, ethnic culture, personality, moral and religious convictions. A nation shapes a person biologically, intellectually, and spiritually as well.
Download file

Article file

Bibliography

1.Bowkett S., Wyobraź sobie, że… Ćwiczenia rozwijające twórcze myślenie uczniów, Warszawa 2000.
2.Chałupniak R., Malarstwo religijne w podręcznikach szkolnych, Opole 2014.
3.Dobrowolski T., Malarstwo polskie 1764–1964, Warszawa 1968.
4.Hohensee-Ciszewska H., Powszechna edukacja plastyczna, Warszawa 1982.
5.Jagodzińska M., Obraz w procesach poznania i uczenia się. Specyfika informacyjna, operacyjna i mnemiczna, Warszawa 1991.
6.Majchert E., Postawy wobec sztuki a świat wartości młodzieży, w: Wartości w świecie dziecka i sztuki dla dziecka, red. M. Tyszkowa, B. Żurakowski, Warszawa–Poznań 1984, s. 81–94.
7.Mazur A., Przygotowanie do odbioru sztuki współczesnej w procesie edukacji plastycznej, w: Sztuka, nauczyciel, uczeń, red. J. Plisiecki, Lublin 1997, s. 33–49.
8.Pilch A., Problemy integrowania literatury i malarstwa w szkole. Nauka czytania obrazu, w: Przygotowanie ucznia do odbioru różnych tekstów kultury, red. A. Janus-Sitarz, Kraków 2004, s. 197–209.
9.Plisiecki J., Sztuka wpisana we współczesne programy nauczania i wychowania, w: Istnieć w kulturze. Między teorią a praktyką, red. M. Święcicka, D. Jastrzębowska-Golonka, A. Rypel, Bydgoszcz 2010, s. 47–57.
10.Ryszkiewicz A., Malarstwo polskie. Romantyzm, historyzm, realizm, Warszawa 1989.
11.Sienkiewicz-Wilowska J.A., Dziecko rysuje, maluje, rzeźbi. Jak wspomagać rozwój dzieci i młodzieży, Gdańsk 2011.
12.Słońska I., Psychologiczne problemy ilustracji dla dzieci, Warszawa 1977.
13.Stępniowa J., Krajobraz z tęczą. Sylwetki artystów od Wita Stwosza do Dunikowskiego, Warszawa 1962.