The aim of this article is to present various dimensions and areas of students’ creative activity at school. The analysis of these dimensions, made on the basis of observations and scarce, individual examinations conducted so far in Poland, aims at determining
the main empirical directions for diagnostic examinations, which should be taken up as a starting point for the ideas about formulating concepts of creative education and education for creativity at schools at different levels of education. The author presents the hypotheses and possible research problems concerning the conditions, contents, methods and conditioning for developing students’ creativity at school. These problems are located in three areas of education for creativity in Polish schools. They include the deformed, ignored and neglected areas.

The research presented in the article addresses the issue of the relationship between teacher behavior and students' creative self-efficacy. The main hypothesis assumes that teachers' creative (transformative) behaviors indirectly influence students' creative self-efficacy. The mediating factors in this relationship are students’ intrinsic motivation and the interpersonal relationships within the classroom. The study, conducted among Polish high school students (N = 435), employed various methods and analytical strategies (multiple mediation analysis, path analysis), and confirmed the formulated hypothesis. The results are discussed in the context of their applicability to educational practice.

In the article the hypothesis of motivational synergy in creative attitude has been formulated and confirmed. This hypothesis assumes that for development of characteristics important for creativity both intrinsic and extrinsic motivational orientations are important. In the study realized on large sample of high school students (N = 589), creative and imitative attitudes were measured using KANH questionnaire and motivational orientations using Polish adaptation of WPI done by K a r wowsk i (2009a). It was found that extrinsic motivation is a significant positive predictor of conformity and algorithmic behavior, in case of nonconformity and heuristic behavior relationships were opposite — intrinsic motivation were positively related and extrinsic motivation related negatively. However significant interactive effect was found, confirming motivational synergy hypothesis. In case of people with high level of intrinsic motivation increasing of extrinsic motivation influenced students’ creativity positively. Educational implications of the results are discussed.

The acquisition of competence is one of the determinants of growth. Creative activity can be considered as competencies. The article concerns the combination of creative activity of individuals with the purchase of major powers, including powers of creative, emotional, social competence. Underlying the process of self‑creation is a need for creativity and creative expression. Autocreation is a constant process of self‑determination and self‑improvement. Emotional competencies are closely linked with the development and implementation process of self‑realization of human potential. Condition the effectiveness of social competence to cope in certain social situations. Human competence to implement a component of the creative development of key competencies. Educational environment should be treated as general revenue pro‑development. Education should be organized around four pillars: learning to know, learn to work, learn to live together, learn to be.

The text is an attempt of glance at drama from developmental perspective. On the one hand it shows how drama stimulates the human development and on the other hand it points at developmental determinants that influence constructing drama, such as: doing — doing analysis, concrete — abstraction, me — the others.

Drama is an art form, a practical activity, and an intellectual discipline highly accessible to young people. In education, it is a mode of learning that challenges students to make meaning of their world. Through the students’ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. Drama is the enactment of real and imagined events through roles and situations. It enables both individuals and groups to explore shape and symbolically represent ideas
and feelings and their consequences. Drama has the capacity to move and change both participants and audiences and to affirm and challenge values, cultures and identities. Drama empowers students to understand and influence their world through exploring
roles and situations and develops students’ non‑verbal and verbal, individual and group communication skills. It develops students’ intellectual, social, physical, emotional and moral domains through learning that engages their thoughts, feelings, bodies and actions.. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empathizing with, feeling and exploring the emotions of characters both portrayed and interacted with in role. Drama is a place for feeling and trying out emotions in a controlled way. In the paper I will demonstrate how creative drama can influence students emotional intelligence.

The article is an analysis of the role of theatre in education. Reception of art performances encourages youth to create on their own. Rehearsals show them the process of role creation. Preparation for playing the role is the study of self, analysis of own capacity and limitations. The article is based on the research conducted by the author and published in 2009 as a monograph entitled “The role of theatre in the self realization of teenagers”. It shows how the teacher‑designed syllabi prepared for theatrical classes at tree secondary schools in Kielce (1st, 3rd, and 11th) worked as well as describes amateur theatre groups of youngsters. The paper presents also some biographical narratives of the most creative school graduates. All in all, various functions of theatre in education and youth self‑creation are presented.

Changes that are happening in today’s modern world create new challenges for both general and artistic education. The music school pupil, as a member of learning society, have certain expectations towards the school — increasing his musical competence,
as well as knowledge and skills necessary to build a wide range of personal and civilization competence. To some extend this fact forces the change of not only ideological approach to the problems of upbringing, but also the function of school evaluation.
Evaluation of artistic achievements at contemporary music school should therefore be not only purely didactic and informative, but also take into consideration the developing, encouraging and motivating function. The question to be discussed is whether teachers
feel prepared to forming marks of that kind as they demand certain appropriate psychological knowledge and skills. This fact is sure to be the next challenge for the system of education for the music school teachers.

The subject of this article is the functioning of creativity and expression in foreign language teaching/learning. The author wants to show the significance of expression in creative activity aiming at development of productive language skills, with particular emphasis on dramaturgical techniques. For that purpose the author presents conclusions derived from reference literature of the subject as well as results of analysis, conducted in the author’s own capacity, of selected contemporary French hand‑books used in schools above the middle school level.

The article presents the basics of the idea of upbringing through art as formulated by Herbert Read. With reference to his theory, the necessity and possibilities of integration of upbringing through art with literary education of children at nursery and early school ages have been noted. The author argues that certain artistic features of literary works are adopted intuitively by a child, without the participation of consciousness, and that voluntary child expression shows their artistic values. It is argued, similarly to Read, that the impact of literature, being art, takes place in the unconscious sphere, and that the processes taking place in the unconscious conspire to some degree to the harmonization, regulation and the bringing together of the personality of a child‑recipient. On
such grounds, the author presents her own example of working with literary text.

Students’ literary works have been presented taking into consideration structural analysis and also psychology and pedagogy of creativity. Analyses concern poetic works based on metaphor. The works have been written during obligatory classes at Polish Literature Department in Piotrków Trybunalski by students who have never written any poetry before.

Problems related with picture’s perception by children in older pre‑school age were presented in this article. The authoress introduced in it possibilities of stimulating child’s creative abilities across visual pictures. Pictures as factors of cognition and child’s
experiencing of surrounding reality as well as didactic materials were talked over. The authoress also pointed out that visual pictures usually have the huge influence on creating mental pictures as well as on the development of child’s thinking, speaking, imagination
and creativity. Than there was presented the authoress’ „dynamic pictures technique”, which can be used in stimulating of the child’s development across the picture’s analyze and interpretation or across divergent tasks linked with the plot of the picture.
Finally the authoress presented own experimental research verifying the „dynamic pictures technique”.

The article offers the way to carry on the art classes in modern education. It shows the specificity of the creative education place as the gallery of the modern art is where you cannot only find the most proper stationery and didactic base but also you can admire the pieces of the modern art. It is possible here to take part in gallery classes as well as in lectures of art matter organized especially for the groups of teenagers. The article shows the work of the most famous expressionists and pop art creators of the twentieth century and the meeting of the adolescents with that special kind of art which is full of emotion and activity. The most typical attitudes of young people are described in the article: the lack of self‑confidence, a lot of doubts as to beeing creative, too much self‑criticism
but on the other hand egocentrity, nonchalance, too expressive behaviour, acts of aggression. It appears that thanks to taking part in trainnings in action painting as well as in pop art ones the mentioned attitudes change into creativity, joyful creation, community spirit. In conclusions of the article the real chance to stimulate personality and creativity of adolescents is taken into consideration; how the creative actions influence over self‑confidence or friendly social attitude.

C.G. Jung introduced the idea of eternal and archetypal Mandala to psychology. He believed that the process rhythms of the approach and retreat of the Ego and the Self are written in the forms of Mandal, and that they guide human psychic life. The article presents the basic principles of psychological analysis of Mandala drawing: colour, number and shape analysis as well as the stages of the Great Round. It shows the therapeutic, diagnostic and above all — expressive value in the process of constructing young people’s own identity.

The article consists of theoretical and empirical parts. In the first part, the meaning of everyday creativity in human development has been discussed. Furthermore, the determinants of the loneliness among teenagers have been reflected on. Loneliness is treated as a risk factor, which, unfortunately, is in some way part of everybody’s course of life. The most critical, in this respect, is the adolescence. It’s characterized on the one hand, by enormous dualism of needs, motives and expectations, and on the other, by an
aim, which would be a development of somebody’s personality, establishment of priorities. Going through this stage of development involves the risk of loneliness. But it seems it’s experienced differently by people with varying levels of predilections towards behaviours defining everyday creativity. Presumably, we cannot assume a coincidence of those occurrences, and with such intention — to explain its bases, the theoretical part of this study has been created. In turn, research on teenagers has been presented in empirical part of the article. It allows us to carefully conclude, on the one hand, inclination of young people towards creativity (in subjective manner), and later, their attitude towards loneliness and the risk of solitude.

This artickle show one point of researches which was done experimental method, in which authoress checked if is it a influence expressive biblioterapheutic actions for understanding the crux of emotions by children in school age. Assuming that educational — therapeutic relation is a relation of two persons which are stand in situation of uncovering their own faces — their own I, authoress draws quality of this relations, settle them in expressive biblioterapheutic actions. Uncovering the face takes place (is performing) by more and more deeply knowing yourself and the Other. Selected result of the researches is showing that deeply knowing yourself because of better understanding the crux of emotions, especially because of perfecting this kind of knowledge and experience in understanding emotion name “compassion”, translate into improvement in society relation, it has then assessment of change not only in intrapersonality areas, but also in interpersonality areas.

The article is the report from research (qualitative research using case study), devoted to social therapistic effects of dance classes. The idea of researching the dance influence on social therapistic effects for youth from risc groups was born from practical activity (dance classes) in Social Therapy Centre in Chorzów. The research purpose was checking the dance classes influence on attendees’ phisical, emotional and social growth. The article shows the teoretical knowledge about dance education and dance therapy and
report from research — three picked attendees’ descriptions — case studies. The effects, meaning changes in social, emotional and phisical growth achieved by group and attendees, show that the dance classes are excellent add‑on to social therapy.

Disabled children need special care and interest from the environment in which they live. Enabling them to participate in different kinds of activities involving healthy children seems to be indispensable form of therapy. An example of such therapy is integrating dance class. Involvement of disabled children in dance classes increases their self‑confidence. Participation in such classes is also source of their happiness. Keeping in mind and caring about proper development of disabled children it is useful to look
more closely at the advantages that spring from their involvement in this kind of activities and the impact it has on the betterment of their lives, especially their disposition.

This article is concerned with method of work with children needing assistance (who have specific problems with adaptation to school, resulting from disturbances of the dynamics of nervous processes). This method applies visualization — an important
way of coping with one’s own problems and deprivations. The goal of this “theatre of movement” based on kinetic intersemiotic transfer is self‑expression of its participants as the presentation of their way of perception and manifestation of their body, emotions, and mind. The aim of empirical research was to determine the influence of the theatre activities based on the visualisation method on the behaviour of children and their social adaptation.

The author of the article undertakes considerations focusing on three main issues: experiencing infertility as the source of personal and marital identity crisis, the meaning of opening transgressions as the factors that trigger the process of autocreation, and finally the “spiritual birth” of a parent through personal autocreation into adoptive parenthood. The article presents the process of internal transformation of married couples as creative work on themselves while looking for the meaning and sense of infertility, parenthood and adoption. There is also the analysis of the relationship between their transgressive and transcendental activity, which manifests itself in craving for the value that adoption is, and autocreation understood as consciously designed longing to put the craving in practice.