This thesis explores the concept of psychic automatism in the context of art education in primary school, where the emphasis is typically placed on realism and structured drawing. The aim of the project is to examine how students respond to an assignment that requires spontaneous expression and a departure from recognizable motifs. The theoretical part defines the concept od psychic automatism and presents related artistic movements, historical context and key artists who employed this approach in their work—with a particular focus on Surrealism and its representatives. The practical part discusses my personal artistic exploration of the concept through the graphic technique of mezzotint, where I worked with my eyes closed to eliminate external distractions and deepen my engagement with psychic automatism. In the pedagogical part, I adapted this approach for use with students, using the technique of collagraphy instead. The empirical part concludes that students responded positively to the task, carried it out successfully, and that this method is suitable for primary school art classes.
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