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JOURNAL OF INTERDISCIPLINARY RESEARCH
17.
Pictures 15, 16, 17. The students‘ visual reflections at the Frida
Kahlos‘ art works: I dont want to talk about it. Womb.
Down: War.
These three reflections (pictures 15 – 17) have the strong
connections with the female students. The first two students
express a problem so intimate, that they hid it as a secret in the
written comments: „I don‘t want to talk about it“, „A womb – no
comment“. The first picture is even abstract, hiding the concrete
message into the abstract shapes.
The third student wrote her explanation: „The war. My own fear
expressed with style of F. K.“ The messages of the students are
very short or without explanation. We guess the content of the
pictures is so difficult that they were able to express it almost
only by their pictures, and this reaction is typical for art therapy.
18. 19.
20.
Pictures 18, 19, 20. The students‘ visual reflections at the Frida
Kahlos‘ art works: Untitled. Untitled.
Down: Blood is not Water.
The first picture is without title or explanation, but with the
comment: “I keep my thoughts for myself“. Taking into account
the arrows from all sides and blood, we can guess the problem is
a broken heart.
The second picture, with pointed digestive system inside the
woman‘s body, has an explanation: “I think it is obvious what
problem I have. I don‘t want to talk about it.“
The third picture has the explanation expressed deep inner world
of the female student: „On a picture is a portrait of a woman with
a menstruation. For men and for society at all, the topic is taboo.
They all act as it does not exist, but it is an important part of
woman‘s fertility“. It seems the last picture is not so intimate,
because the student writes about a global social problem, but at
the same time we can assume it is her personal problem, too.
These three pictures have the principles of art therapy – the
expressing the inner world with its important difficult or painful
messages.
6 Discussion
From our position of a teacher of fine arts education we
considered all pictures as meaningfull and valuable, regardless of
the level of depth and autenticity, but as the teacher of art
therapy we appreciated more all students which reacted at Frida
Kahlo’s artworks with more personal images and texts,
expressed their fear, sorrow, anger and troubles.
These types of the challenges are inspirative not only for the
students but also for the teachers. After some problems with
understanding, all students were able to create their reactions at
the Frida Kahlo's artworks, then we were surprised by the depth
and autenticity of our female students' works.
We suppose that some of them expressed such intimate topics,
because they felt safe in the group then. We appreciate the
pictures, which were so personal, that the female students did
„not want to talk about it“, as they wrote on the back of the
paper. Sure, this way art therapeutic process started, and we
consider the obtained skills as very appropriate for the future
teachers of fine arts. Now they can express their feelings by
artistic creation and increase their emotional intelligence, also
they can critically evaluate the art works and express their
opinions.
7 Conclusion
At our department is the practical - visual interpretation of art
work used also during the theoretical lessons (Récka, 2018),
mainly with the aim to develop creativity and critical thinking.
Although we don‘t think such art therapeutic approach is
suitable for education at elementary school, only with the older
students, we hope this experience will wake up their interest in
art therapy. At first we only wanted to increase creativity and
critical thinking, but in the end, our students found new ways of
artistic expression and higher level of self-knowledge.
Literature:
1. Récka, A. 2018.
Kritické myslenie a tvorivosť v rozvoji
kultúrneho povedomia a vyjadrovania budúcich učiteľov
výtvarného umenia. In: Inovatívne trendy v odborových
didaktikách v kontexte požiadaviek praxe: zborník štúdií z
medzinárodnej vedeckej konferencie. Jana Duchovičová (red.).
Nitra: UKF, 2018. p. 399-410. ISBN 978-80-558-1277-9.
Online.
2. Šicková, J. 2008. Základy arteterapie. Praha: Portál, 2008. 165
p. ISBN 978- 80-7367-708-3.
Primary Paper Section: A
Secondary Paper Section: AM
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