This study examined whether art lessons, provided using an Interactive Whiteboard (IWB), were effective in transferring learning to a diverse student population. The descriptive investigation focused on three main areas; the impact of the IWB on student learning, the time invested in integrating the IWB, and the compatibility of the IWB with my teaching style. The research took place over fourteen weeks starting in late August, 2006, and continued in my art room during the first quarter of the school year. Data were collected through daily journal entries, video taped lessons and interviews. Although long hours were required for training and creating IWB lessons, student participation increased by 60% and the active learning produced deeper understanding and retention of the lessons. Utilization of the SMART Board (TM) facilitated whole group learning by accommodating diverse learning styles and student needs.

Sudėtingas paauglystės tarpsnis pasireiškia mokinių prieštaravimais, neigimais bei susidomėjimo stoka. Paaugliai ima kritiškai vertinti savo kūrybinius gebėjimus dailės srityje. Neretai, dėl įgūdžių stokos bei savo kūrybinių galių nuvertinimo, šiame amžiaus tarpsnyje mokiniams dingsta noras piešti. Būtent dėl šių priežasčių dailės mokytojas turėtų atsižvelgti į šio amžiaus tarpsnio vaizdinės plastinės raiškos ypatumus, taip pat į mokinių gebėjimus, poreikius bei interesus ir tuo remiantis diferencijuoti mokymą, kad ugdytiniai galėtų maksimaliai išnaudoti savo kūrybines galias. Atsižvelgdamas į mokinių pasiūlymus, pedagogas savo vertinimu turėtų skatinti savitą kūrybos raišką bei žadinti mokinių kūrybinės saviraiškos poreikį. Kadangi dailės mokymas veikia asmenį kaip visumą – galvoseną, jausmus ir pojūčius – mokytojas turi puikiausias galimybes paveikti artėjančius pakitimus. Jis turi galimybę padėti jaunuoliams nesunkiai įveikti žymią krizės dalį. Taigi, pedagogas, nuolat neformaliai bei formaliai vertindamas paauglius dailės pamokose, gali padėti jiems išlaikyti pozityvų požiūrį į savo gebėjimus dailės srityje, skatinti jų kūrybinę raišką bei stiprinti pasitikėjimą savo jėgomis. / Evaluation of fine art lesson is almost not considered in Lithuania. The problem of evaluation is especially relevant in adolescence, because teenagers face the crisis of visual expression, as they expose themselves high standards which they cannot implement. In comparison a kid with a teenager, the last one wants his drawings to be realistic, but he is not capable to do it. That is why they lose self-confidence, become disappointed ant fine art lesson is not interesting at all. So the formal and informal evaluation for the pupil’s is very important.

This thesis consists of two parts theoretical and practical. In the theoretical one, definition of creativity, terms connected with creativity such as intelligence, imagination, age, barriers and methods of developing creativity are mentioned. Every creative process has its stages and it is also possible to enumerate qualities of a creative personality that a good creative teacher should have. Art lessons represent one of many options how to develop creativity and an art project is a very good tool for that. Students accommodated in a student's hall of residence that comes under schools OA,SOŠ and SOU in Třeboň are participants of this project. These students are about 16-18 years old. The art project called "Člověk napříč časem" represents the second part of this thesis. At the beginning of this part, I mention inspiration for this project and I explain its structure. The aim of this project is to make the participants think about values, relationships, communication among us and also to make them think about themselves while emphasising environmental education. One of the sub-goals of this project is naturally also the development of creativity and to find out whether it is possible with this group.