Art is crucial for stimulating communication and as a means of healthy children development. It helps us understand their ways of thinking, their emotions, fantasies and, last but not least, their hidden inner world. Sometimes we do not know how to put our feelings, our inner battles, in words. Since art manifests itself inside and outside of each individual personality, drawing and other forms of artistic expression can bridge the gap between ideas in our heads and souls and between the eyes of other individuals. The children's strong and direct image messages are always astonishing and fascinating. During the time when a child is involved in a critical and competitive school system the only source of emotional support, understanding and acceptance can be the participation in art therapy. An art therapist can provide a dynamic form of support to students and also to all the school staff. In order to understand the correlation between disciplines of art therapy and art education, it is important to understand the historic development of art education, the connection of art and psychology, the historic development of art therapy, similarities and differences between art therapy and child-centred art education. School art therapy is a recent phenomenon that is slowly spreading its roots. The aim of the present research is to find the possibility of integrating art therapy techniques into art classes of a chosen primary school and to see how the introduction of these art-therapy principles effects on the affective, psychomotoric and cognitive development and, above all, the emotional maturity of children.
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