The problem around which this study was constructed is the contemporary art and a person, who creates this art-an artist, and their authentic perception by the child. A modern vision of the child too often shows the artist in a distorted, incomplete or reduced way. This kind of children knowledge, based on the patterns and stereotypes, reduces the reflectivity of children, unnecessarily distorts their judgment and closes the road ahead to a full and critical participation in the world. The study is based on the analysis of interviews and children's drawings centered around the perception of the profile of an artist by children. It results from the analysis of the research material gathered during the study that this is a stereotypical vision, and the artist is still associated with a person who remains beyond the reach of "normal" society. The conducted research shows the diversity of the types of meanings that children aged 5-7 attribute to the term "artist" and "artistry". The naive ideas on this subject created by children prove to be a collection of beliefs of a partially common and often completely different nature. For a pedagogue, the ultimate purpose of the research is to obtain knowledge which will allow effective changes in education, in this case, in art education. The investigation of meanings which children attribute to concepts concerning the artistic phenomena may allow to create a strategy of transmission of knowledge of art history and to design the creative activities connected with the broadly-understood visual arts.

Metoda dialogów wizualno-werbalnych w terapii z dzieckiem z niepe³nosprawnawnooeci¹ w wieku wczesnoszkolnym. Analiza indywidualnych przypadków W niniejszym artykule chcê pokazaae, na podstawie analizy indywidualnych przypadków, a tak¿e semiotycznej analizy wytworu, potencja³: komunikacyjny, semiotyczny i terapeutyczny, stworzonej przeze mnie metody wizualno-werbalnej, która wpisuje siê w znany ju¿ od dawna kierunek arteterapeutyczny. Zajmuj¹c siê rysunkiem dziecka (Karczmarzyk 2011a(Karczmarzyk , 2014b, znaczeniami dzieci i doros³ych na temat ikonografii malarstwa polskiego oraz europejskiego (Karczmarzyk, Wasilewska 2015), czy te¿ ide¹ emancypacyjn¹ rysunku dziecka (Karczmarzyk 2012), emancy-pacj¹ w sztuce (Karczmarzyk 2015), kontynuujê swoje rozwa¿ania, otwieraj¹c siê na poszukiwanie szerszego kontekstu (Karczmarzyk 2018) dotycz¹cego pedagogiki specjalnej i terapii. Metod¹ wykorzystan¹ w badaniu jest analiza indywidualnych przypadków, zaoe oprócz techniki wywiadu stosujê równie¿ analizê semiotyczn¹, powsta³ego w trakcie badania, wytworu plastycznego (Rose 2010) oraz opis sesji arteterapeutycznej, która przebiega z wykorzystaniem metody dialogów wizualno-werbalnych.S³owa kluczowe: metoda dialogów wizualno-werbalnego, dziecko z niepe³nosprawnooeci¹, dialog, emancypacja rysunku dziecka The method of visual-verbal dialogues in the therapy with a disabled child in early education. Case studies In this article, I would like to show, based on the analysis of three individual cases, the communication, semiotic and therapeutic potential of the method of visual-verbal dialogues. Dealing with child's drawing (Karczmarzyk 2011a(Karczmarzyk , 2014b, meanings of children and adults about the iconography of Polish and European painting (Karczmarzyk, Wasilewska 2015), or the idea of emancipation of child's drawing (Karczmarzyk 2012), emancipation in art (Karczmarzyk 2015) I continue my considerations, opening myself to seeking a broader context (Karczmarzyk 2018) regarding special pedagogy and therapy. The method used in this study is s case studies, and in addition to the interview technique, I also use a semiotic analysis of the drawings created during the study (Rose 2010), as well as a description of the art therapy session that uses the method of visual-verbal dialogues.

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The popularity of games, both computer ones and those with a board, does not surprise anyone these days. They are played by both youngest children as well as adults. It may thus be worthwhile to introduce games into aca demic education as one of educational activities. For thanks to a game, one can better understand a given problem, actively participate in its resolution, but also study material from a given lesson unit. Whether educational games work out as tools in educating students and whether they can be recom mended to learners at the primary level of education-it will turn out in the further part of the article. Our intention is to carry out an experiment in which we wish to compare two groups of students, one of which (the experimental group) is using games during their classes, whilst the other one (the control group) is not using such games and acquires material in the traditional form. In this article we have decided to check what effects can be attained by introducing the method of work with a board game, at classes on two