Categorizing the artistic expressions according to the developmental phases of students with psychophysical difficulties

Od najranijih se ljudskih dana čovjek izražavao crtajući, a vrlo se brzo shvatilo kako likovni izraz, posebno dječji, ne nosi samo prikazanu poruku na papiru, već i izraz unutarnjeg svijeta koji se može koristiti u komunikativne i terapeutske svrhe. Iz tih je razloga crtež bitan dio izražavanja djece s psihofizičkim poteškoćama, budući da djeca koja se nose s takvim preprekama u životu, nisu uvijek u mogućnosti izraziti svoje misli i želje. Likovno izražavanje djece s psihofizičkim poteškoćama doprinosi na više različitih područja u njihovim životima te pomoću crteža djeca uče, komuniciraju s okolinom, opuštaju se i liječe određene frustracije. Svrha je ovog rada pojasniti razvojne faze dječjeg likovnog izraza i bitne dijelove likovnog obrazovanja kao i prikazati rezultate provedenog istraživanja. Cilj je istraživanja bio utvrditi razvija li se likovni izraz djece s psihofizičkim poteškoćama na isti način kao likovni izraz djece bez poteškoća te kategorizirati dobivene likovne rezultate po razvojnim fazama likovnog izraza. Osim toga, željelo se utvrditi postoje li razlike između dvodimenzionalnog i trodimenzionalnog likovnog izraza učenika s psihofizičkim poteškoćama. Istraživanje je provedeno u OŠ „Milan Amruš“ u odjeljenjima razredne nastave te u terapijskoj skupini u bolnici „Dr. Josip Benčević“ u Slavonskom Brodu te je ukupno sudjelovalo šesnaestero djece. Istraživanje je pokazalo da ne postoji pravilo po kojem se likovni izraz djece s psihofizičkim poteškoćama razvija, te da je njihov likovni izraz individualan, tj. da ovisi o vrsti i stupnju poteškoće.From the earliest human days, man expressed himself by drawing, and he quickly realized that the artistic expression, especially in children, does not only bear the message on the paper but also the expression of the inner world that can be used for communicative and therapeutic purposes. For these reasons, drawing is an essential part of expressing for children with psychophysical difficulties, as children who are borne with such obstacles in life are not always able to express their thoughts and desires. Expression of children with psychophysical difficulties contributes to many different areas in their lives and through drawing children learn, communicate with the environment, relax and cure internal frustration. The purpose of this paper is to clarify the developmental phases of children's visual expression and essential parts of visual arts as well as to show the results of the research carried out. The aim of the research was to determine whether the artistic expression of children with psychophysical difficulties is being developed in the same way as the artistic expression of children without difficulty and to categorize the obtained artistic results at the development phases of artistic expression. In addition, it was to be determined whether there are differences between two-dimensional and three-dimensional visual expressions of students with psychophysical difficulties. The research was conducted in the Elementary School "Milan Amruš" in classroom classes and in the therapeutic group at the "Dr. Josip Benčević " hospital in Slavonski Brod and was attended by sixteen children. The research has shown that there is no rule in which the artistic expression of children with psychophysical difficulties develops, and that their artistic expression is individual, that is, depending on the type and degree of difficulty