Using art-fluid technique in working with forcibly displaced students

Abstract

The article describes the relevance of using art therapy tools in working with internally displaced students to normalize their emotional state, reduce stress levels in children, and also to develop artistic and creative abilities and creativity. It has been found that art therapy is a method that contributes to improving the emotional state of an individual during a crisis period. The effectiveness of using the art therapy method in working with internally displaced students is noted, as a method of healing through creativity, as a tool for exploring the harmonization of a person’s inner world, as a means of free self-expression and self-knowledge. An analysis of literature sources on the research problem was carried out. Methodological aspects of using the art-fluid technique based on personal experience working with students are presented.
It has been established that the art fluid technique is characterized as one of the modern directions of abstract painting, where liquid acrylic is used, which, flowing down the canvas, creates magical color effects. It is widely used by both artists and psychologists.
The authors examine the methodology of applying the art fluid technique during the implementation of the project “Healing with Art” and the workshop “Creative World of Unique Textures and Colors”, which helped to correct the psychological state of students, ensure their independent acquisition of knowledge during its conduct, and also form new artistic and creative abilities.
The study found that using art therapy techniques during a workshop creates a unique atmosphere for expressing thoughts and feelings, and students’ creative activity helps describe their emotions. The art fluid technique taught students how to get rid of negative emotions for their future lives.
The author’s vision of this problem is generalized, which allowed for the proposal of recommendations to increase the effectiveness of using art-fluid techniques in working with internally displaced primary school students. The author’s generalizations and practical suggestions will be useful for teachers, educators, and parents of primary school students.