Page 122 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Marjana Dolšina Delač

Figure 1
A Palm in the Shape
of a Greek Theatre

Two students chose to employ the flipped-classroom model. One of the
lessons on Greek art⁶ started with a video introduction of a historical back-
ground, basic concepts such as a Greek city with an acropolis and an agora,
Greek templum with the columnar orders, Hellenistic altar, archaic types of
kouros and kora, classical Greek athletes, Hellenistic sculptural groups, and
Greek vase-painting styles (Figure 2). The video was made available in the
online classroom, enabling other students to see it beforehand and prepare
themselves for the lesson. It began with the motivational activity of recreat-
ing Greek statues and conducting a quiz, then continued with several com-
parisons through ancient cultures, for example, with Egyptian sculptures of
pharaohsandeven Indian sculpturesofBuddha.Forhomework,thestudents
were asked to identify elements of classical Greek architecture in their local
town. The lesson also incorporated group activities: students read a short
textsupportedbyvisualmaterials,answeredrelatedquestions,andthenpre-
sented their responses to the class.
Authentic-learning activities were designed to connect art-historical con-
tent with real-life contexts such as curating exhibitions, guiding tours of lo-
cal architectural heritage, preparing visual presentations of cultural heritage,
and producing creative reinterpretations. Owing to their organisational com-
plexity and the longer implementation time required, none of these were
fully realised by the master’s students; nevertheless, each student included a
brief proposal for such activities in their portfolio.
Students were free to select a digital tool for their teaching demonstra-

⁶ The lesson was envisioned by MA student Maja Habjanič in 2024.

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