Secondary school students' response to learning the concept of the destruction and transformation of an artwork into another artwork in the visual arts class.

Autor/inn/en	Bojc, Dasa; Potocnik, Robert
Titel	Secondary school students' response to learning the concept of the destruction and transformation of an artwork into another artwork in the visual arts class. Paralleltitel: Odziv dijakov na spoznavanje koncepta destrukcije in transformacije dela v drugo delo pri pouku likovne umetnosti.
Quelle	In: CEPS journal, 15 (2025) 3, S. 73-94Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35116 10.26529/cepsj.1734
URN	urn:nbn:de:0111-pedocs-351163
Schlagwörter	Kunstpädagogik; Kreativität; Kritisches Denken; Sekundarbereich; Schüler; Konzeptkunst; Kunstunterricht; Kunstwerk; Zeitgenössische Kunst; Transformation; Empirische Untersuchung; Konzept; Zerstörung; Ljubljana
Abstract	This empirical study aimed to introduce the concept of destruction and transformation into secondary school art education as a potential way of incorporating conceptual and contemporary artistic practices. Experts have highlighted the absence of such content in art education, emphasising the responsibility of teachers to integrate it into the learning process thoughtfully. To encourage students to engage in profound thinking about destruction and internalise the essence of conceptual art through practical experiences, the authors conducted a study at a Ljubljana secondary school. Here, students created their initial artwork (ready-made), a prerequisite for its subsequent destruction and transformation into a new artwork. The authors included two first-year classes, exploring 1) their response to the presented artworks aligned with the researched concept, 2) their attitude towards destroying and transforming their initial artwork, and 3) their response to the concept of destruction and transformation through their creative practice. Over four school hours, the authors gathered data through both qualitative and quantitative research techniques. The results showed that in-depth discussions of conceptual foundations led to a predominantly positive student attitude towards contemporary artworks. They not only understood but also internalised the essence of these artworks, which was vividly reflected in their practical artistic expressions. In conclusion, the study effectively introduced the concept of destruction and transformation into secondary school art education, promoting a deeper understanding of contemporary art among students while cultivating their creative and critical thinking skills. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3