Based on the studied literature and research to date, we determined that modern work methods, such as problem solving method of teaching, also include a teaching method, where children, under the surveillance of a teacher, acquire knowledge on their own, connecting school situations with real life events. The acquired knowledge is more permanent and useful; what is more, all fields – cognitive, affective and psychomotor – develop as well. Teachers organise problem solving lessons in a way where pupils gradually acquire knowledge on terms related to art on their own, while at the same time they create their art projects in a creative and original manner. Teachers base the planning of problem solving art lessons on different starting points, trying to conceptualise an artistic problem, the starting points of which can be either terms related to art, an art motif or an art technique. Taking into account all information mentioned, we decided to study in our master's thesis the differences between lessons, based on a problem solving method of teaching and a non-problem solving method of teaching. In the empirical part of the master's thesis, we determined whether pupils are more motivated in problem solving lessons and whether they are more original in creating their art projects. We were also interested in identifying the lesson during which the children were most motivated and original, based on different starting points of conceptualizing an art problem solving task. The research adopted a qualitative approach and used a descriptive method of pedagogical research. It included four classes of four-graders of a selected primary school. In order to collect research data, we analysed pupils' art projects and observed the dynamic in class. By studying the selected topic, we wanted to encourage class teachers to include problem solving method of teaching in art lessons, thus contributing to pupils' development of craft skills, personal traits, creativity and cognitive development.
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