The paper interprets the conclusions of selected research focused on the quality of Art Education and points out the possibilities of how these findings can be used retrospectively in the undergraduate training of future kindergarten and primary school teachers. The text also discusses the negative phenomena occurring in the practice of Art Education, drawing attention mainly to the reproduction and imitation of formal outputs of art activities. Therefore, it offers activated methods as a functional alternative. Their promotion combines with the support of confidence in the teacher's pedagogical potential and creative experience.

Abstract:The paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.

The publication will present art activities in pre-school education in the context of its historical development. It defines the specifics of children's art expression as a starting point for differentiation of the offer of art activities. It defines the most important principles of art activities that will enable realization of current preschool education goals. It will present selected innovative interventions as possibilities of improving the quality of preschool education through creative activities.

Vocational training of future teachers of primary and pre-primary education strives to prepare future teachers to succeed in pedagogical practice as best they can. That is why they should have the opportunity to connect theory and reflected practical experience, not only within pedagogical practices. One of the possibilities is intermediate artistic projects offered to students of the Faculty of Education, Masaryk University, Brno, within didactic preparation and independent disciplines. They provide students with additional knowledge, help to gain experience, and emotional experience. Implemented intermediate projects are also a source of valuable research data. Their analysis revealed essential conclusions that can improve the training of future teachers.

Příspěvek popisuje možnosti, které nabízí tvorba v rámci pomáhajících profesí. Podrobně se věnuje projektům speciální výtvarné výchovy, jejichž přínos byl ověřován v rámci výzkumu, probíhajícího v tříletém období konání výtvarných dílen. Aktivity se uskutečnily s vybranými skupinami sociálně znevýhodněných klientů, nabízely činnosti podporující především tvořivou seberealizaci klientů. Text vymezuje základní principy, na kterých byly projekty vystavěny, obhajuje jejich přínos včetně prezentace vzniklých výstupů.