This is not just a task! – Visual creative workshop for kindergarten teacher students at Apor Vilmos Catholic College

Abstract

The Visual Education and Methodology course at the Apor Vilmos Catholic College Kindergarten Teacher Training Program lasts two semesters. Both semesters include theoretical and practical classes, which build on and complement each other. In my case study, I examine the creative process of the practical training based on three years of student work. Observation, document analysis, and student feedback provide an overview of the process. The aim of my research is to explore the creative practices of the Apor Vilmos Catholic College Kindergarten Teacher Training Visual Education: the connection points of different visual communications, the mutually supportive effects of creative activities, and the possibilities for skill development. In the first semester, in addition to creative tasks based on graphic and painting basics (Arnheim, 2004; Kepes 1979; Itten 2002), paper mache printing appears, the theme of which is the creation of a fairy tale illustration or silent book (Pajorné Kugelbauer, 2025) in group project work. During the works belonging to the scope of object culture, students gain experience in various clay vessel making techniques (Kardos, 1995). In the second semester, materials and techniques that can also be used in kindergarten practice are emphasized: wet felting, dry forming of ribbon wool, csuhé, paper dipping and paper marbling. At the end of both semesters, students prepare a portfolio of their work, where they document the creative process and record the skills developed (Bálványos & Sánta, 1997). Thus, practical experience and theoretical knowledge are connected. The characteristics and results of the pedagogical process are that the students develop their visual observation, visual thinking and visual creative abilities, experience and experience liberated creative activity, their positive attitude towards drawing and creation is strengthened, their self-knowledge, self-esteem and self-confidence develop. During the experienced process, they experience an atmosphere of acceptance and trust, which affects their later pedagogical work. Only then will they be able to create and maintain the possibility of liberated creative work for kindergarten students if they experience this themselves.