Tiek kūrybos procese, tik užbaigtame kūrinyje man svarbiausia yra paties vaizdavimo proceso preparavimas. Savo darbuose stengiuosi balansuoti tarp kūrinį sudarančių elementų ženkliško autoreferentiškumo, tapybos stilistinio autoreferentiškumo ir procesiškumo bei bandymo ženklų ir nuorodų pagalba kurti asociacijų ir būsenų tinklą. Projekto pavadinimas ( Vyksmo vieta ) yra pasitelkiamas kaip dviguba nuoroda. Viena vertus, yra nurodoma į drobės paviršių kuriame yra konstruojamas kūrinys. Kita vertus, pavadinimas veikia kaip nuoroda į įsivaizduojamą ženklų ir asociacijų tinklo kuriamo pasakojimo veiksmo vietą. / My paintings aim at making a preparation of the process of depicting. It applies to both - painting as a completed image and the process of making it. I am balancing between the signifying autoreferntiality of each element in my painting, autoreferentiality of the process of constructing the painting and the network of associations and perceptions generated by signs and references. The title of the project ("Place of occurrence") is used as a double reference. On one hand, it refers to the canvas itself on which the painting is being constructed. On the other hand, it refers to a place of a story, generated by the interplay of signs, references and associations.

It‘s much more difficult for hearing impaired students to understand the world surrounding them. The problem is that hearing impairment and lack of sounds slows down or suspends normal development and thinking of the deaf, though it doesn’t have a significant influence on their intellect. Hearing impaired students receive support from teachers for the deaf as well as from the other professionals and they are able to study at regular schools or schools for the deaf or hard of hearing successfully. Deaf people receive information mainly in visual way, so visual expression has a very important role in deaf education. During the art classes deaf students may express their emotions, ideas and learn to understand the world. Object of the work is creative activities of deaf students at the art classes. The first part of the Master’s paper reveals problems concerning deafness and ways of communication of the deaf. The second part of the paper presents a history, methods and principles of deaf education. The third part ascertains art abilities of deaf students, compares their achievements in changing techniques of performance, genres, presenting interesting subjects for them. A research study reveals the ways how deaf students meet and learn new concepts. The research corroborated the hypothesis that more diverse means of performance and diversity of techniques stimulate creation of deaf students. The research has also shown poor results of how deaf students remember a rich... [to full text]