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Aktualizowanie potencjalności twórczej uczniów poprzez integralną ekspresję kulturową usytuowaną w sztukach wizualnych

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Krasoń K.
Problemy Wczesnej Edukacji
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2018
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vol. 40
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issue 1
7-18
EN
The article presents the author’s own education strategy based on a revealing transformative model and addressed to 1st–3rd graders. The essence of the strategy lies in the specific organization of child’s perception process regarding a given visual art where the key issue is the artistic expression of the pupils, especially of paratheatrical nature. The article also presents results of the quasi-experimental research on the creative potentiality of pupils.
2
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Cielesność dywergencyjna – komponent integralnej edukacji wychylonej w przyszłość

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Krasoń K.
Problemy Wczesnej Edukacji
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2015
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vol. 31
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issue 4
7-22
EN
A child is endowed with a natural inclination to manifest its feelings, to control things and ideas in the form of behaviour which could be an expression of various fine arts. Each element of art (music, dancing as a system of signs may change its code, as the same symbols may be conveyed in another semiotic code, for example: a system of sounds in kinetic-spatial exemplification. Listening to music (acoustic signs) is in this play transcoded into kinetic-bodily signs. Experiencing oneself by means of movement, creating an individual story about oneself through gesture activates the subconscious, facilitates visualizing past experiences, feeling them again, and analyzing. The present study focuses on the connection between the classes devoted to kinesthetic visualization and the motoric behaviour presented by a child displaying the level of its creativity. The text presents individualizing experimental tests carried out in a group of five-year-old children.
3
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Kilka cierpkich uwag o teatrze w edukacji wczesnoszkolnej, ale i poszukiwanie rozwiązań rzeczywistej aktywności nacechowanej twórczo

100%
Krasoń K.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 1(20)
17-26
EN
The article indicates the actual state of education through theatre in Polish schools, hinting at unsettling occurrences and erroneous conduct by the teacher. It also undertakes an initial attempt to capture the model of a theatre based on kinetic activities, inspired by children’s situations and the problems which occur in their lives.
4
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Life is a Mystery, on Discovery of What is of Utmost Importance in the Optics of Janusz Gajda : a review of a book entitled Values in the Life and Education of Man, by Janusz Gajda, published by Adam Marszałek Publishing House, Toruń 2013

100%
Krasoń K.
The New Educational Review
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2014
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vol. 36
329-331
5
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“Man of Glass”, or Art Therapy through Theatre in a Group of Underprivileged Children

100%
Krasoń K.
The New Educational Review
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2020
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vol. 60
135-147
EN
This article presents influencing with art1 and influencing through art2 aiming at the creation of situations which support the potential of individuals, especially in the case of children from backgrounds with ineffective parenting. Children from such backgrounds participated in an arts therapy project which aimed to facilitate creative activity through the preparation of a theatre show. Children’s cognitive, psychological and emotional needs are important, which is why the satisfaction of these needs was also an aim, as it was found that these needs were not being satisfied in the children’s culturally deprived environment. Influencing through art (in this case - a performing art) can very well serve the satisfaction of individual needs related to self-identification and self-definition (Bauman, 2010). From this point on, it is a straight road to influencing individuals’ self-esteem.
6
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From an Individual to a Group - Film Stories about Building Interpersonal Relationships in Therapy

100%
Krasoń K.
The New Educational Review
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2021
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vol. 64
19-28
EN
This article offers a proposal for using film as supplements for future therapists’ education in respect of the social construction of their relations with patients. A film pedagogy proves indispensable in a pandemic situation, when empirical therapeutic practice becomes impossible. The analysis refers to the concepts of pedagogy of cinema and mediated experience and points to a proposal of an exemplification of their functioning in the form of a selected cinematic picture (“Three Christs”, 2017), based on an actual psychotherapeutical experiment undertaken by Milton Rokeach at the Ypsilanti clinic.
7
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The Educational Significance of Art – a Report from Experimental Research

100%
Krasoń K.
The New Educational Review
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2017
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vol. 50
159-168
EN
The aim of the article is to present a strategy of the educational use of art in primary school grades 1–3. The strategy is being implemented in the form of a pedagogical innovation in a school in the Silesian province. It is based on joint perception of a work of visual art and musical material as well as artistic and kinaesthetic creative activity evoked by this perception. The text includes a presentation of individualising pilot experimental studies of a selected case.
8
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Marginalisation of Culture and Aesthetics in the Polish School Seen through the Eyes of Its Students

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Krasoń K.
The New Educational Review
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2018
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vol. 54
98-109
EN
The article presents the results of an Internet questionnaire examining high school graduates’ (general education high schools and technical high schools) perceptions on aesthetical and cultural education in the institutional context. The study was based on students’ narratives gathered by means of a purpose- designed interview questionnaire using the methodology of interpretive anthropology in relation to the perspective of an ‘insider’ or a ‘local’. The results were further organised accordingly with the strategy of horizonalisation, which made it possible to construct a model encompassing all the participants’ contributions.
9
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Ekspresja twórcza i artystyczna jako pola namysłu i empirycznych penetracji pedagogiki wczesnoszkolnej

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Krasoń K.
Chowanna
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2019
125-143
EN
The article presents a concept of including child expression, especially the one focused on bodily activity, in activities addressed to pupils of kindergarten and of grades 1–3 of primary school. The text begins with an outline of Maurice Merleau-Ponty’s idea of embodied subjectivity, and concludes with the characteristics of research conducted in the Department of Early Childhood Education and Media Pedagogy at the University of Silesia in Katowice. In addition, the article describes specific initiatives that have been launched in the Department, such as the creation of the Children’s Expression Centre and the organisation of Polish Expression Festivals in Katowice.
10
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Cinematic Pedagogy. Relacja terapeutyczna w ujęciu filmowym – implikacje dla edukacji akademickiej

100%
Krasoń K.
Wychowanie w Rodzinie
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2022
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vol. XXVI
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issue (1/2022)
203-215
EN
Introduction. The article presents a proposal for introducing fi ction fi lms as complementary to future therapists’ tertiary education with respect to building a relationship with their patients. The analysis references the idea of cinema pedagogy and features exemplifi cation of its application based on two films: My Left Foot and Three Christs. Aim. The purpose of the article is to indicate the possibility of types of therapeutic relationships being discussed with art therapy students based on specially selected cinematic material. Materials and methods. The text applies hermeneutical analysis to a film narrative. Results. The article shows a potential strategy of using cinematic works in therapists’ education.
PL
Wprowadzenie. Artykuł przedstawia propozycję zastosowania fi lmu fabularnego jako uzupełnienia edukacji akademickiej przyszłych terapeutów w zakresie konstruowania relacji z pacjentem. W analizie odwołano się do idei pedagogiki kina, a także wskazano na dwie propozycje egzemplifi kacji jej funkcjonowania w postaci obrazów kinowych: Moja lewa stopa oraz Trzech Chrystusów. Cel. Celem artykułu jest wskazanie na możliwości omawiania typów relacji terapeutycznej ze studentami arteterapii w oparciu o specjalnie dobrany materiał filmowy. Materiały i metody. W tekście zastosowano analizę hermeneutyczną narracji filmowej. Wyniki. Artykuł ukazuje potencjalną strategię wykorzystania dzieł kinowych w kształceniu terapeutów.
11
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Aktualizowanie potencjalności twórczej w kontekście kultury i sztuki a habitus pierwotny – rozważania obrazoburcze?

100%
Krasoń K.
|
2018
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vol. 7
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issue 2
191-204
EN
The text presents initial qualitative research related to the aesthetics of school, which illustrates the problem of taking into account the cultural habitus of the student in education to creativity, as well as the need to focus on individual needs, especially in the scope of a child’s sense of empowerment.
PL
W tekście przedstawiono inicjalne badania jakościowe związane z estetyką szkoły, które ilustrują problem uwzględnienia kulturowego habitusu ucznia w edukacji do twórczości, a także konieczność koncentrowania się na indywidualnych potrzebach, zwłaszcza w zakresie poczucia sprawstwa dziecka.
12
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The Boundary Situation as a Space of Artification

51%
Hyla M., Krasoń K., Jastrząb J.
The New Educational Review
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2023
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vol. 74
43-56
EN
Artification occupies a specific place between art and non-art and is determined by giving a subjectively aesthetic meaning to the objects that previously had no such properties. We refer here explicitly to the studies and findings of Ellen Dissanayake and Ossi Naukkarinen. The study aimed to focus on the potential of artification at the end of one’s life, exemplified by reports of the qualitative study conducted in one of the hospices in Katowice, Poland. The psychological flexibility categories, extracted from artification activities, were used in this research.
13
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Dimorphic Outlook on Children’s Creative Attitudes on the Verge of Education Application of Creative and Re-constructive Attitudes Rating Scale (SPTO)

33%
Krasoń K., Bonar J., Garbula J., Jaszczyszyn E., Nowak-Łojewska A., Łączyk M., Kopaczyńska I., Olczak A., Różańska A., Tyl A.
The New Educational Review
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2015
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vol. 42
285-299
EN
This study has been devoted to creative attitudes represented by 6-7-year old children, evaluated by the creative and re-constructive attitudes rating scale (SPTO)1. The central focus was to relate differences in attitudes among children commencing their education at the age of 6 to those who had started their school attendance before the reform (at the age of 7). An attempt was made to answer the question whether pupils differing in the year of birth, joined within one school form, would generate any disruption of their potential creativity. A complementary issue was to evaluate the level of creative attitudes along the dimorphic pattern.
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