Author ORCID Identifier
https://orcid.org/0009-0009-8147-3486
Abstract
In the post-Soviet space, art education has increasingly been shaped by tensions between traditional academic approaches and the rise of informal, entertainment-oriented models of what is called “creative development”.
After a classical academic art school, many students give up drawing because of the complex presentation of information. In contrast to specialized art education, most modern creative studios for children have reformatted their approach to step-by-step instructions and copying of samples, which limits the independence of students and suppresses artistic development. In this article, the author offers a critical analysis of template teaching methods and substantiates the need to move to research-based learning formats.
Based on the author's pedagogical practice, cases from 2018-2025 are presented, demonstrating how students, freed from rigid frameworks, are capable of meaningful and unique creative solutions, regardless of their talent. The importance of pedagogy focused on dialogue, the possibility of choice and the formation of the student's authorial position is emphasized.
Rights
© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Recommended Citation
Drobot, Barbara
(2025)
"Practicing Freedom: Rethinking Art Education through Resistance and Observation,"
International Journal of Lifelong Learning in Art Education: Vol. 8, Article 6.
Available at:
https://scholarscompass.vcu.edu/ijllae/vol8/iss1/6