| Description |
Becoming brittle and brittle, melting and solidifying at the same time. To soften, to soften. Having the courage to overcome the fear of the unexpected results of the game and the experiment. To have the power to transform the stereotypes of the average everyday that grows out of ordinary life. Don't be afraid of your own spontaneous reactions. Allow yourself to lose control over yourself and be inspired by chance or unexpected circumstances. To be able to make mistakes freely, to learn to be open and receptive. Let yourself be guided by inner joy and intuition. All this is part of the creative process, which allows us to follow unusual paths to an unexpectedly good result, to react to life situations in a new, unconventional way. It teaches us how to cope in times of need. It is a creative approach that helps teachers overcome dysfunctional and outdated contents and forms of education. The experience of one's own creative journey contributes significantly to the cultivation of the future teacher's personality, as it creates confidence not only in the possibility of one's own development, but ultimately also in the development of entrusted children or pupils. Because a teacher who has lived a positive creative (artistic) experience, gained awareness of self-efficacy (Self-efficacy), gained his own "artistic self-confidence", he then naturally believes in the child's ability to express himself creatively, accepts and understands the subjectivity of depicting the world. Such a teacher does not need to offer children proven, but stereotypical models, pleasing prototypes, own ideas or template-like "canned" knowledge about what the world is like. But on the contrary - it creates an opportunity for children to discover it themselves, perhaps through art. Returning students, future kindergarten teachers, to their sources of creativity so that they can experience the "flow" of the creative process, be able to creatively express something intrinsically their own and reflect on it, is the purpose of the subject Creative play and creativity. The goal is not to try out new and attractive art techniques, to learn handmade or methodical art procedures, but on the contrary to use common, completely accessible medial means of expression to playfully explore the world, which have their starting point in ordinary spontaneous activities and which are inherent to everyone from early childhood. Returning to childhood brings a number of themes and creative principles, which are often addressed by artists as well. Art thus functions as a link between the worlds of adulthood and childhood and offers space for reliving, different grasping, understanding and personal development. Thus, early fascinations and interests can become inspiration for a student's own creative project, e.g. a child's love of collecting, sorting and creating collections from various found objects or creative games with identity. It is precisely the transformations of form, the exploration of experiences, feelings and physicality that are the essence of the outputs within the exhibition.
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