Art education as a profession is divided into several art fields, namely: drawing, painting,
graphics, sculpture and spatial design. Each of these art fields has its own expressive and
technical rules, and the basic content of which we start to introduce in the preschool period.
Therefore, they can be upgraded and expanded into basic knowledge in their further education.
Despite the fact that guidelines for individual areas are foreseen in the Curriculum for
Kindergartens (1999), it seems that some of them remain smoewhat neglected.
I myself noticed in the kindergarden that the subjects related to drawing and painting appear
most often, followed by graphics and sculpture, while spatial design subjects often remain less
realized. This is also the main reason that, as part of my thesis, I want to investigate the views
of educators on this field of art in more details and find out the causes of the mentioned problem.
In the theoretical part, I first briefly described the developmental characteristics of children and
focused on the development of the child's artistic expression. In the following, I defined what
space is, described spatial knowledge, mentioned the concept of artistic space and explained
how we experience space through emotional perceptions. This is followed by a chapter on the
child's perception and understanding of space and spatial cognition. I continue with writting on
goals and tasks that are intended for the art field of spatial design and techniques that are related
to the implementation of the content of spatial design.
In the empirical part, I analyzed the data that I obtained with a survey questionnaire addressed
to professional workers in the preschool period. I was interested in how well educators know
the field of spatial design, how they implement content from this field and possible connections
with other artistic and curricular fields.
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