The Role of Art Educator at Creative Work with Socially Disadvantaged and Relegated Group of Clients
| Název česky | Role výtvarného pedagoga ve výtvarných dílnách se sociálně znevýhodněnými a vyloučenými klienty |
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| Autoři | |
| Rok publikování | 2017 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This conference presentation reviews key points of current discussion of the role of an art educator at creative work with socially disadvantaged and relegated groups of clients. After the massive increase of migrants and refugees in Europe since 2015 the topic of integration and its process became crucial. For last six years the Department of Art Education at Masaryk University has been developing two projects aimed on special art education including work with refugees and migrants in cooperation with the Refugee Facilities Administration of the Ministry of the Interior of the Czech Republic. It became natural that our department encourages the current debate about helping refugees and wants to enrich it with specific practical experience to clearly define the role and the form of the assistance provided by an art educator. One of our projects, Special Art Education, offers students an increase of proficiency and competencies in work with five selected socially disadvantaged and relegated groups of clients (refugees, seniors, adolescents with behavioural problems, Romani children and people with physical and mental problems and disabilities). The aim of the conference papers is to present results of this research with special focus on the refugee issue. The conclusion of the research is divided into four segments: 1. specifics of working with clients with the refugee status in the process of integration (asylum application), 2. methodical analysis of creative work with this target group, 3. next section is devoted to creative work of clients (refugees) from our project 4. and the last part outlines the position and competencies of an art educator. The conference presentation outlines the coherent structure of the Special Art Education project, including theoretical courses for participants in all partner institutions, tutorials and evaluation meetings under the expert guidance of psychologist, special education teacher and didactics specialist. |
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