International art-educational project “Artists after school”: implementation experience
DOI:
https://doi.org/10.32405/2308-8885-2026-1(119)-59-63Keywords:
rt-educational project, international educational cooperation, art in school, artistic-pedagogical interaction, teacher-artist collaborationAbstract
This article is devoted to the analysis of the implementation experience of the Czech-Ukrainian international art-educational project “Artists after School” during 2023–2025. The aim of the study is to highlight the features of project implementation in Ukrainian general secondary education institutions, to reveal its methodological foundations, and to outline the stages of its execution. The paper substantiates the relevance of integrating art into the educational process as an effective tool for psycho-emotional support of students under martial law conditions. Theoretical approaches to using art as an instrument for personal development and stabilization of students’ psycho-emotional state are analyzed.
The structure and content of the project are described, which are based on the tandem interaction of teachers and professional artists, as well as the step-by-step organization of activities – from preparatory seminars and formation of creative groups to the creation of collective art products and their public presentation. The experience of project implementation in various regions of Ukraine (2024) and in educational institutions of the Bucha City Territorial Community (2025–2026) is presented.
Particular attention is given to the analysis of educational outcomes and the project's potential value for all participants (students, teachers, artists, and educational institutions). It is demonstrated that participation in the project promotes the development of creativity, communication, and social skills, the acquisition of teamwork experience, self-expression, and an increase in academic motivation.
The main challenges in project implementation are identified, including insufficient student motivation, difficulties in team collaboration, the need to coordinate pedagogical and artistic approaches, as well as the impact of external factors (wartime conditions, distance learning, and limited resources). The study concludes that art-educational partnership is a highly effective innovative form of organizing the educational process, combining learning, creativity, and psycho-emotional support for all participants.
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