High School Education

El  presente  ensayo  se  propone  revisar  y  discutir  las  transformaciones  por  las  que  está  atravesando  la Educación Media/Secundaria en Argentina, en el contexto de  un período de transición y resignificación, donde conviven factores vinculados a los dos últimos marcos normativos: la Ley Federal de Educación Nº 24.195 y la Ley de Educación Nacional  N.º  26.206.  Para  ello,  se  identifican  los  cambios  institucionales  y  pedagógicos  más  relevantes  que  se  han suscitado  en  el  lapso  que  abarca  desde  el  año  2001 hasta  la  fecha  y  se  reflexiona  sobre  ellos.  Posteriormente,  se focaliza el análisis en torno a los logros alcanzados y los desafíos pendientes. Se concluye que  -bajo el denominador
común de un modelo de trabajo participativo- existe continuidad en las líneas de trabajo, aunque cabe reconocer que la situación en el país es diversa y que restan acciones a concretar y aspectos a fortalecer.

U radu je dan osvrt na 50-e godine 20. stoljeća kada se zalaganjem povjesničara umjetnosti Grge Gamulina (Jelsa, 1910 – Zagreb, 1997.) i Milana Preloga (Osijek, 1919. – Zagreb, 1988.), sveučilišnih nastavnika na Odsjeku za povijest umjetnosti Filozofskoga fakulteta u Zagrebu, postavljaju prve konkretne osnove za uvođenje Povijesti likovne umjetnosti kao zasebnoga nastavnog predmeta u hrvatske gimnazije. Izdvojeni su danas već pomalo zaboravljeni, a svojedobno iznimno utjecajni Gamulinovi radovi u periodičkim časopisima, objavljeni 1951. i 1956. godine. U njima je Gamulin uvjerljivo ukazao na važnost uvođenja kulturno-povijesnih predmeta u hrvatske gimnazije, fokusirajući se na Povijest likovne umjetnosti. Istovremeno nije propustio kritički se osvrnuti na goruće probleme u dotadašnjem pristupu povijesno-umjetničkim sadržajima u srednjoškolskoj nastavi, kao što su njihovo neopravdano združivanje s predmetima Crtanje i Povijest, mala satnica dodijeljena ovim sadržajima, nestručan nastavni kadar, neodgovarajući nastavni programi, potreba korištenja suvremenih nastavnih sredstava i drugo. Njegovi stavovi i zalaganja bili su odlučujući u stvaranju temelja za veliku promjenu koja se dogodila nastavnim programom 1960. godine, u kojem se Likovna umjetnost predavala kao zaseban predmet unutar krovnoga predmeta Umjetnost, a čiji je autor bio upravo profesor Prelog. I Gamulin i Prelog su, dakle, izuzev svojih akademskih angažmana na fakultetu i svojih brojnih znanstvenih interesa, uvidjeli važnost i značaj uključivanja povijesti umjetnosti i unutar srednjoškolskoga obrazovanja, smatrajući ju izrazito bitnom za formaciju kulturno obrazovanog pojedinca. U prvim odlučujućim godinama uvođenja i osnaživanja, a zatim i etabliranja predmeta unutar gimnazija, svojim su se glasnim zagovorom trudili izboriti adekvatan položaj povijest umjetnosti u srednjoškolskom obrazovanju. / The paper gives an overview of the 1950s period when the efforts of art historians Grga Gamulin (Jelsa, 1910 ‒ Zagreb, 1997) and Milan Prelog (Osijek, 1919 ‒ Zagreb, 1988), university teachers at the Department of Art History of the Faculty of Humanities and Social Sciences in Zagreb. They lay the first foundations for the introduction of History of Fine Art as a separate subject in Croatian high schools. The authors analyze Gamulin’s somewhat forgotten and at one time extremely influential works in periodicals published in 1951 and 1956. Gamulin convincingly pointed out the importance of introducing cultural and historical subjects in Croatian high schools, focusing on art history. Gamulin also critically addressed the burning issues in the previous approach to historical and artistic content in high school teaching, such as their unjustified association with the subjects Drawing and History, less classes allotted to these contents, unprofessional teaching staff, funds and more. His views and efforts were decisive in creating the foundation for the great change that took place in the 1960 curriculum, in which Visual Arts was taught as a separate subject within the umbrella subject Art, authored by professor Prelog. Both Gamulin and Prelog, in addition to their academic engagements at the university and their numerous scientific interests, recognized the importance and significance of including art history within secondary education, considering it extremely important for the formation of a culturally educated individual. In the first decisive years of the introduction and empowerment, and then the establishment of subject within high schools, their loud advocacy sought to achieve an adequate position of art history in secondary education.

This study aims to establish a model proposal for solving problems in the use of performance tasks at the high school level. The study which adopted qualitative research method was planned in two stages. First, the problems faced by high school teachers (n = 40) using performance tasks were determined, and for the second stage the opinions of academicians (n = 8) related to the solution of the determined problems were consulted. Three stakeholders were identified in solving the problems identified during the first step of the study; those being the university, the Ministry of National Education (MoNE), and the teachers. Although the perceptions of the teachers' use of performance tasks in general were positive, it was seen that there problems were experienced in their application. Emphasis was placed on the importance of communication between the university, the MoNE and the teachers in order to overcome these problems. For the effective function of performance tasks, points such as diversity in classroom practices, attention to the characteristics of students and environmental conditions, and the use of rubrics were emphasised.