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ART DIAGNOSTIC INSTRUMENTS FOR EDUCATION WITH ARTS
91-102Views:922The present study is about the introduction of art diagnostic instruments that are attached of education with arts, which may be suitable for assessing pupil’s abilities in a pedagogical-psychological context. The study also provides a brief overview of the diagnostic instruments available in the visual arts.
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Review of Dafna Regev's book Art Therapy with Students with Special Educational Needs
141-145Views:119Book review on Dafna Regev (2023). Art therapy with Special Education Students. Routledge.
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THE ROLE OF ADVENTURE THERAPY AND ART THERAPY ELEMENTS IN FACILITATING ENCOUNTERS WITH SEVERE AND MULTIPLE DISABILITIES INDIVIDUALS
105-112Views:546The first encounter with people with severe and multiple disabilities could be highly challenging. Physical deformities of the body and face which are highly frequent in this group, lead to subconscious rejection. The lack of verbal communication makes the relationship even more difficult, thus, nonverbal methods are effective in facilitating relationship building. Methods such as nonverbal art therapies are highly popular in creating mutually empowering relationships. Common shared active and receptive artistic experiences as well as commonly solved challenges and other elements of adventure therapy helps to facilitate group processes. In this article, we refer to a pilot project: a special experience-based facultative course about facilitating encounters with adults with severe disabilities with art and adventure-based activities.
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I Move, Therefore I Am: An Arts Programme for Equality of Opportunity
151-161Views:160The study presents the adaptation and investigation of an art program tailored to the developmental focus of children/students with intellectual disabilities. Klára Kokas's music reception method is well-known to music teachers. The structure of the ritual-like sessions is constant, while the content varies, and it includes several creative elements—creative singing, improvisational dance, and visual creation. With modifications, this technique may be suitable for the language development of students with intellectual disabilities. From the art program, the improvisational movement and dance—among the creative components of the Kokas method—were retained, following motivating and engaging preliminary singing that differed from the original Kokas instructions. Instead of creative singing, the emphasis was placed on incorporating ritual elements adopted from folk tradition, which are tailored to the structure of the specific abilities of the participants. The musicality and cathartic effect of folk rhymes and children's games do not contradict Kokas pedagogy; rather, they harmonize with it. Their repetition provides security for the participants, and the recurring elements act with the joy of recognition. Visual creation was omitted due to time constraints imposed by the 45-minute school class structure. The study is based on modern theoretical frameworks, e.g., the principle of transfer, the theory of Embodied Cognition, and the OPERA theory.
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THE MYSTERY OF THE CHILD PLAYING WITH PUPPETS, OR THE PUPPET THAT AMPLIFIES THE SOUL
99-117Views:690According to Teréz Virág (1998) a psychologist with regard to the 'mysteries' of the power of the puppet, three different spheres are worth investigating, namely the mysteries of the puppets, that of the child who plays with the object, and that of the puppeteer's. She views puppetry as creation, the puppeteer as the life-giver, and the puppet as an object of transition. When the aim is to develop the artistic methods as well as explore the 'general utility' of puppetry, it is worth further focusing on segments such as the making of the puppet, acting with the puppet, and perceiving the puppet play. These are three different viewpoints and three approaches. The study presents that the puppet in the child's hand is capable of embodying incomprehensible and insufferable feelings as well as making the unknowable accessible. In pedagogy today puppet play is believed to undoubtedly have a developmental impact, argued for widely with conventions, but it seems that there is still a lack of sincerely understanding of the being of the puppet and its mechanism of action, its principal essence. In my study, I elaborate on the questions of why and how puppet play can be of assistance, and what the puppet can actually mean in the child's hands. The puppet is an object, that makes a motion as it is assuming a role and takes action while portraying this role, it substitutes for someone or something. Being the puppet presupposes a space for the play, in which it takes the place of this someone/something by replacing what it represents. The primary goal of the study is to show that by playing with an object, a puppet lays a bridge in an abstract way between the visible and the invisible world, enabling thus art pedagogy to develop the child with its complex mode of action. The psychological mechanism of identification is best characterized by the eagerness to act, and the artistic genre of puppet play, providing the stage for action, is eminently capable of satisfying this urge. In the creative process, the approach of animation, the metaphorical thinking of the puppeteer, the abstraction as well as the development of the related assertive skills rely on all the operations of thinking; also, the simultaneity of the multi-lateral perception, the complex interpretation of communication play important roles.
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Evaluation of Teachers’ Views on the Use of Artificial Intelligence in the Education of Students with Special Education Needs
115-128Views:248The aim of the research is to determine the teachers’ views on the use of artificial intelligence in the education of students with special education needs. This research was conducted using the case study design, one of the qualitative research methods. It was made to examine in depth how teachers approach the idea of using artificial intelligence in education, what they think about integrating artificial intelligence technology into classroom practices, and what kind of suggestions and expectations they have regarding the development of the use of artificial intelligence. The study group consisted of 54 teachers working in the provinces of Bursa, Çanakkale, and Istanbul in the first semester of the 2024-2025 academic year, determined according to the convenience (easily accessible) sampling method, one of the purposeful sampling types. Data were collected from teachers from different branches and with different years of experience through a semi-structured interview form developed by the researchers. Content analysis technique was applied in the data analysis process, and the findings were classified as codes, categories, and themes.
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Psychotherapeutic Journeys into the Spiritual World of Healing on the Wings of Gnawa Music: An Anthropological Study
63-70Views:425From the sufferings their art was born, from the torture they lived in during their life as slaves their music was created. From the torturing tools used on them they created their own musical instruments. From their screams as slaves, they composed a new music with unique rhythms. Gnawa become a cultural phenomenon in Morocco. A sufi confrerie imploring God, the prophet and the saints to release them from slavery, torture and the sufferings they encountered. Their music is considered spiritual because it calls souls to join its magic. Gnawa plays a psychotherapeutic role in healing people from various diseases through the practices of syncretic rituals and the trance state they put the participants into. All of these elements music, dances and rituals converge and synthesize into an event called lila a rich ceremony in which the sick tormented by spirits could get healed. This paper examines the practices and impact of the lila ceremony on the community from a psychological point of view revealing each step of the collective healing process and methods as used in the rituals.
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THE ’’T.É.M.A.: TUDOMÁNYOS ÉS MŰVÉSZETI ALKOTÓMŰHELY’ TALENT DEVELOPMENT PROGRAM
143-151Views:191The ’T.É.M.A.: Tudományos És Művészeti Alkotóműhely’ is a scientific and artistic talent development program that realizes in the frame of the NTP-INNOV-22-0095 project of the Kocka Kör during the 2022/2023 school year. The program is supported by the Hungarian National Talent Program and the Prime Minister's Office. This study summarizes the target system and expected results of this project.
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DANCE - SCHOOL: OPPORTUNITIES FOR DANCE TEACHING IN HUNGARIAN P.E. CLASSES
95-104Views:429Daily P.E makes it possible for some styles of dance moves to appear as a subject. P.E is not only represented as a subject, it also helps to keep a physical and mental balance for creating a healthy lifestyle. The aim of dance P.E. is not to create an artistic product, but those who are receptive can be separated to dance courses of basic level Art School.
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Examination of Agility Development in Extracurricular Activities
59-69Views:272In contemporary sports, achieving higher levels of performance has become almost unimaginable without scientific support. This is equally true for modern football, where agility stands out as one of the most critical abilities. Agility is a multifaceted skill that encompasses components such as change-of-direction running, recognizing game situations, decision-making, and response time. While physical abilities contribute significantly to performance enhancement, the distinguishing factor in agility often lies in the speed of decision-making. The objective of our research was to investigate the trainability of agility. Specifically, we aimed to design an agility test that evaluates not only physical abilities related to direction changes – such as dynamic leg strength and running technique – but also agility in its full complexity, incorporating all related decision-making mechanisms. Our study sought to determine the extent to which agility could be developed in the examined age group through an 8-week training program consisting exclusively of agility tests. School sports clubs provided an appropriate foundation for the research, as participants were non-elite athletes, making short-term progress more likely. The study was conducted in 2023 at the gymnasium of Huszár Gál High School, Elementary School, Basic Art Education Institution, and Kindergarten. The participants were first- and second-grade boys, with an average age of 7.4 years. A total of 16 students took part in the research. At the start of the study, during the initial assessment, students performed several tests: a 20-meter straight-line sprint, a shadowing agility test, an auditory signal agility test, and a predetermined course agility test with a known route. Following this baseline measurement, an 8-week period commenced, during which students participated in sports club sessions twice a week. These sessions incorporated agility tests as training elements. Specifically, students performed three Agility T-tests and three Illinois agility tests during each session. After eight weeks, post-training assessments were conducted under identical conditions. The results indicated that incorporating agility tests as training elements led to significant improvements in time-based performance metrics. It was also evident that tasks requiring decision-making took longer to execute compared to those following predetermined routes. Our findings confirmed the hypotheses set before the research and provided answers to the research questions posed.