To evaluate specific architectural theories, an analytic methodology was used. The specific architectural theories evaluated all have in common the fact that their formative models can explain how their original ideas manifest in the practice of architectural works. Although these architectural theories researched are thousands or in some cases hundreds of years apart, a way to compare and contrast them was to use philosophies of art common to all. This contemporary approach to analysis was done with the use of ?analytic philosophy? for its effectiveness to clarify concepts. Central aspects of architectural theories will be analyzed in detail through the lenses of four contemporary theories of the philosophy of art. They are: formalism (including neo-formalism and theories that emphasize the connection between form and function), expression theories, representation theories (including neo-representational and mimetic accounts), and theories based on aesthetic experience. Looking at architecture from the viewpoint of analytic philosophy of art provides new insights into the nature of architecture and illuminates the field in significant ways. A recommendation for further study is enclosed.

The diploma work is concentrated on colours and how primary children perceive them. The theoretical part of this work deals with colour from the view of physics, optics and physiology. The theory of colours also partly touches on history and culture, and - more extensively - on psychological meaning of colours. It is followed by findings in the development of using colours in art expression of children and existing research on preferences of colours. The research part of this work is concentrated on primary children´s preferences of colours and on their differences in relation to age and gender.

This dissertation is based on specific areas of learning and disabilities that are related to gross and fine motor skills and the main focus is on the manifestations of dysgraphia. The aim is to affect the peculiarity of these disorders depending on the drawing and artistic abilities of students which requires Rey-Osterrieth's complex figure and additional tasks that are compared with this figure. Rey-Osterrieth's complex figure is a well-known and used diagnostic tool in the field of learning disabilities and it is used to compare the performance of students. The student's artistic ability, perception of perspectives, spatial composition, and work with lines are very important. The performance of each student is described in detail in this dissertation, both through quantification and through a written description. In the dissertation, there can found a case study and a comparison of students that differ from the average data.

This qualitative thesis deals self-knowledge in art expression. The work examines how the creator understands to his or her art product, what happens in the dialogue over the product and this understanding impacts to self-knowledge and self-transformation. The work represents the principle of expression and expressiveness as a phenomenon and mandala as a specific instrument of art expression, which is set in professional framework through its origin and tradition of use in therapeutic practice. The work is dedicated to process in which the meaning is explored and constitutes three stages, the first one is expression, second one is reflection and the third is analysis. Theory of expression, dynamic art therapy and hermeneutic approach are presented as three basic theoretical approaches in this work. The work describes three case reports in a dynamic process and interprets them through formal and thematic analysis, respectively which strategies are used to find meaning in picture and what is the character of the main topics. Keywords: Art expression, mandalas, self-knowledge, early adulthood, theory of expression, dynamic art therapy, hermeneutics.

The thesis deals with the construction of the model for training Self-efficacy of young people with moderate intellectual disabilities based on A.Bandura’s Social Learning Theory. The hypothesis of three conditions is developed: Self-efficacy of young people with moderate intellectual disabilities will be trained if: 1) educational situations are based on the educator and the learners’ harmony of aims and equipotential interaction; 2) the learner is able to express his feelings and images in the creative work spontaneously by means of art expression and the educator is able to express his expectations; 3) the educator is active creating conditions for art expression searching for the ways of social promotion and analysing the changes in the topics and graphic patterns of creative works of young people with moderate intellectual disabilities. To implement and study these three conditions the art expression studio initiated its activity and educational situations adequate to the hypothesis were created. The pedagogical interaction was investigated employing standardised observational method, the elements of Grounded theory and H-T-P methods were employed to analyse the learners’ drawings, and the manifestations of the learners’ Self-efficacy were searched employing phenomenological investigation performing case analyses. It is proved that consciously and purposefully constructed equipotential pedagogical interaction is the precondition of Self-efficacy of young people with MID.

The thesis deals with the construction of the model for training Self-efficacy of young people with moderate intellectual disabilities based on A.Bandura’s Social Learning Theory. The hypothesis of three conditions is developed: Self-efficacy of young people with moderate intellectual disabilities will be trained if: 1) educational situations are based on the educator and the learners’ harmony of aims and equipotential interaction; 2) the learner is able to express his feelings and images in the creative work spontaneously by means of art expression and the educator is able to express his expectations; 3) the educator is active creating conditions for art expression searching for the ways of social promotion and analysing the changes in the topics and graphic patterns of creative works of young people with moderate intellectual disabilities. To implement and study these three conditions the art expression studio initiated its activity and educational situations adequate to the hypothesis were created. The pedagogical interaction was investigated employing standardised observational method, the elements of Grounded theory and H-T-P methods were employed to analyse the learners’ drawings, and the manifestations of the learners’ Self-efficacy were searched employing phenomenological investigation performing case analyses. It is proved that consciously and purposefully constructed equipotential pedagogical interaction is the precondition of Self-efficacy of young people with MID.

The thesis is aimed at children?s drawing and its development between the first and the second grade of elementary school. The theoretical part describes individual stages of development of younger school age children and older school age children - pubes-cence. The work also includes general information about children?s art expression and its stages of development and also about a human figure drawing. The research study follows children?s human figure drawing and its transformation within the period be-tween the first and the second grade of elementary school. The findings were studied according to certain criteria.

Master thesis on the topic Characterization of artistic expression of Kenyan pupils is composed of theoretical and empirical part. The theoretical part is focused on cultural, social and political arrangement in Kenya and brief characterization of chosen ethnics related to their historic and cultural context. Important part of the thesis is dedicated to contemporary and also to the traditional Kenyan art. The goal of the theoretical part is to clarify Kenyan educational system focused on art education. Empirical part is focused on actual artistic expression of Kenyan pupils and describes the process of in advance prepared lectures of art in elementary schools in set areas. Part of the thesis is also image documentation.

The thesis disserts an outlook on life and Art of the Modern Indian painter M.F. Husain (1915-2011), with a special attention on his art production which reflects some of socio- cultural changes of modernizing and globalizing India of the 20th and 21th Century. The thesis has been structured in chapters dealing with Husain's personal and artistic development, providing also the analysis of some concrete art works which have been involved with the socio-cultural changes being described - from the point of view of their inner message, formal idiom or the way they have or have not been accepted by the public. The culturological paradigm has been chosen as an appropriate one to treat the topic with aim to integrate systematically various notions of the Humanities. With this goal the author of the thesis uses proper bibliographic, biographic and media references, sources from the Prague's National Gallery's Archive as well as the memoirs of the people who came together with Husain's personality and Art in the time of his visits to ex Czechoslovakia. The thesis is also a kind of deepening and specification of the two of previous bachelor theses of the author (The Modern Art in India - an outline of development, 2010 and The Indian Painting - a History of Cultural Dialogues, 2012).

The thensis consists of theoretical part and of practical part. Firstly, the art therapy is defined in the theoretical part. Moreover, the experiential education - its history and present is presented. The last chapter of the theoretical part comprises a reflection about the relation between the art therapy and experiential education.