Creating a safe school environment through art expression

Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo se poglobili v vlogo in naloge likovnega pedagoga ter sodelovanja z drugimi strokovnimi delavci pri delu z učenci, ki so utrpeli izkušnjo vojne. Dotaknemo se trenutno aktualne situacije - vojne v Ukrajini, kdo so begunci in travme, ki jih doživljajo, ko bežijo pred vojno. Razmišljamo o tem, kako begunce vključiti v pouk tako, da se počutijo varno, kaj torej je varen prostor in kako ga ustvariti v razredu. Raziskujemo možnosti likovnega izražanja za ustvarjanje varnega in vključujočega okolja v šolah, s poudarkom na edinstvenih potrebah in izkušnjah učencev beguncev. Raziskave kažejo, da je nesorazmerno večja verjetnost, da so begunci doživeli travmo, zato se lahko soočajo z dodatnimi izzivi pri prilagajanju na novo šolsko okolje. Dokazano je, da imajo likovne in druge ustvarjalne dejavnosti terapevtske koristi za posameznike, ki so doživeli travmo, spodbujajo pa lahko tudi občutek pripadnosti in skupnosti. Z uporabo likovnega izražanja kot sredstva za obravnavanje potreb učencev beguncev ter ustvarjanjem varnega in vključujočega šolskega okolja lahko učitelji podpirajo dobro počutje in dober uspeh učencev beguncev. Poleg tega lahko različni šolski predmeti s področja umetnosti spodbujajo občutek pripadnosti in skupnosti, kar je bistvenega pomena za učence begunce, ki se lahko v novem šolskem okolju počutijo osamljene ali nepovezane. Pouk likovne umetnosti je dragocen način, kako lahko učitelji in učenci spoznavajo kulturo in ozadja drug drugega. To lahko spodbuja razumevanje, empatijo in spoštovanje med učenci in razbija predsodke in stereotipe. V empiričnem delu smo sestavili in izvedli osem likovnih aktivnosti, pri katerih smo se osredotočili na ustvarjanje varnega prostora, krepitev čustvenih in socialnih veščin ter samopodobe pri učencih, ki so pretrpeli izkušnjo vojne.Master\u27s thesis "Creating a Safe School Environment through Artistic Expression" is composed of theoretical and empirical part. In the theoretical part, we delve into the role and tasks of the art teacher and collaboration with other professionals when working with students who have experienced war. We touch upon the current situation - the war in Ukraine, who the refugees are, and the traumas they experience as they flee the war. We think about how to include refugees in classrooms so that they feel safe, what a safe space is, and how to create it in the classroom. We explore the possibilities of artistic expression for creating a safe and inclusive environment in schools, with a focus on the unique needs and experiences of refugee students. Research shows that refugees are disproportionately more likely to have experienced trauma, so they may face additional challenges in adjusting to the new school environment. Artistic programs have therapeutic benefits for individuals who have experienced trauma, and can also promote a sense of belonging and community. By using artistic expression as a means of addressing the needs of refugee students and creating a safe and inclusive school environment, teachers can support the well-being and success of refugee children. In addition, art programs can promote a sense of belonging and community, which is essential for refugee students who may feel isolated or disconnected in their new school environment. Art is a valuable way for teachers and students to understand each other\u27s cultures and backgrounds, promoting understanding, empathy, and respect among students, and breaking down prejudices and stereotypes. In the empirical part, we compiled and carried out eight art activities, focusing on creating a safe space, strengthening emotional and social skills, and self-esteem among students