The scale of people being infected by HIV/AIDS (Human Immunodeficiency Virus /Acquired Immune Deficiency Syndrome) has meant that the family and the community have had to become involved in caring for the sick (Van Dyk, 2005). This has inevitably led to the emergence of informal caregivers in the form of family members caring for their relatives (Kipp, Nkosi, Laing & Jhangri, 2006). The research investigated the social learning of women caregivers looking after people living with HIV/AIDS, with emphasis on caregiving practices related to how they use traditional foods and medicinal plants. The research was undertaken in Grahamstown at the Raphael Centre and in Hamburg at Keiskkamma Health Centre and Art Project, Eastern Cape, South Africa. Data was collected using interviews, focus group discussions and diaries written by participants. The data was analyzed in two phases: the first phase involved reading the interview transcripts and collating the responses into analytical memos that were captured into broad categories, while the second phase made use of the community of practice analytical framework to further analyze the data to get better understanding of the social learning processes. This study reveals that participating in a community of practice like Raphael Centre and Keiskamma Health Centre enables caregivers to learn about caregiving. It also reveals that within these communities of practice there are varied learning processes that take place, such as observational and collaborative learning. The research also revealed that caregivers learn from the communities from which they come, for example caregivers learn about traditional food and medicinal plants which they use from their family members, friends, other caregivers as well as non governmental organizations. The research found that caregivers are influenced in their learning and practices by a number of factors which include their own experiences, ambivalent messages from different stakeholders concerned with fighting HIV/AIDS and exposure to new information. The research recommends that diverse learning processes in a community of practice and outside a community of practice should be encouraged and strengthened. It also recommends that HIV/AIDS caregiving options should be strengthened by drawing on experience and knowledge of caregivers. Caregivers should be encouraged to be selfsustaining to improve their caregiving practices. Stakeholders in the field of HIV/AIDS should be alert to and address ambivalence on use of medicinal plants. Existing programmes that enable women to learn about new information on HIV/AIDS should be strengthened.

The work has two parts {--} teoretic, which consists concepts connected with developing creativity and conditions, which has influence on creativity. Art project is the second {--} practical part with introduction and explaining of the structure. Art project is inspired by fairy tale The Little Prince and contains prosocial topics and creative activities of many art spheres.

The diploma paper consists of two parts {--} theoretical and practical. There are explained notions related to visual art motivation in the theoretical part like creativity, imagination and fantasy, explanation of chosen visual art techniques, definition of younger pupil age, explication of pedagogy of leisure time and pedagogue of leisure. The practical part consists of visual art project which is composed of visual art activities. The visual art project is realized at the school nursery with pupils of the first and the second classes. Each part of the project contains various motivational elements. There is an obvious interconnection among particular subjects {--} fine art, physical education and music.

近年來，創造力教育受到越來越多守門人的關注，包括企業界領袖、學者專家、政策制定者和教育工作者。另外在學術界和教育界，也有 越來越多的人接受「創造力是可以教」的觀念。因此，追求文化和社會適當的教育創新模式來實施創造力教育是非常重要的。 接觸藝術、學習藝術是培養創造力的重要途徑， 但在正式教育體制很難提供機會平等的平台時，相關的教育守門人就必須創造機會解決此一問題。Christensen、Horn與Johnson （2008、2011）也認為傳統的教育創新只是進行永續性的創新，所以他們進而提出破壞性創新的教育模式，以彌補傳統創新教育模式之不足。 本研究的目的是在探討兩個台灣表演藝術教育破壞性創新的個案：紙風車319鄉村兒童藝術工程和台北景文高中之優人神鼓表演藝術班。本研究的研究方法包括文獻分析，深度訪談和觀察。研究結果發現紙風車319鄉村兒童藝術工程的破壞性教育模式提供更多的機會讓偏遠的兒童可以接觸藝術，對他們產生正面的影響。優人神鼓表演藝術班的教育創新模式讓具有藝術興趣和才能的學生開啟創新的學習管道，一方面發展他們的藝術才情，另一方面也可以在正式教育中表現良好。 / In recent years, creativity in education has received increased attention from gatekeepers - the business leaders, scholars, policy-makers, and educators – around the world. There is also growing acceptance in the academic and educational worlds that “creativity can be taught.” Thus it is now crucial to pursue culturally and socially appropriate models for implementing creativity education. Encountering and studying the arts is an important approach to developing creativity. However, when traditional formal education systems are unable to provide an equal platform for encountering the arts, relevant gatekeepers must come up with new solutions. Christensen, Johnson, & Horn (2008; 2011) write that traditionally, educational innovation has relied on sustaining innovation, which they hold is insufficient for new educational demands today. They propose instead a model of disruptive innovation for education, which has greater potential impact on the education system, to help close the gap between educational ideals and practice. Leadbeater and Wong (2010) further categorize innovations in either formal or informal educational settings. This study examines two cases of disruptive innovation in performing arts education from Taiwan: Paper Windmill Theatre’s First Mile, Kid’s Smile 319 Townships Art Project program and the U-Theatre Performing Arts Class at Taipei Jingwen High School. The research methods employed include document analysis, in-depth interviews, and observations. The research findings conclude that the 319 Project's disruptive innovation model for informal education provided children in remote locations with opportunities to encounter the arts, making a positive impact on their lives. The disruptive innovation model for formal education used by the U-Theatre Performing Arts Class gave students with interests and potential in performing arts a channel for their abilities, both helping them develop their artistic interests and talents and enter university.

The subject of diploma paper was anallysis of perception children and youth related to visual art. In the first chapter of theoretic part diploma paper I explain definitions related to the subject, i.e. that is fine art, aesthetics, culture, kitsch and relation of this species to the human being. In next chapters I acte problems, definition, delimitation of the odd time and I explain possibilities of transmission visual art to children and young people. The theoretic part of diploma paper is dedicated to possibilities of confrontation children and youth people with the visual art through various cultural institutions. This part of diploma paper is ended with basic dividing of spare-time activitity organizations. The practical part of diploma paper is dedicated to visual art project {\clq}qWho knows Piaristic square``, {\clq}qConversation`` and {\clq}qEntities in the nature``. Visual art expression of subjective experience evoked by visual perception of concrete image is the aim of this project. The project is intended for the children and youth in age between 8 and 24 years. I confront by means of projects both various components of visual art (painting, sculpture and architecture) and various movement epoch (gothic style, baroque and modern style). I wanted find the way how to transmit visual art to children and youth enjoyable, educational with aesthetic value. The end of the diploma paper summaries pieces of knowledge and perceptions from the visual art courses and projects.

Denna undersökning kretsar kring att lyfta offentlig konst och medborgarinflytande. Teorier och tidigare forskning som lagts fram har skapat förståelse för hur konst är ett betydelsefullt verktyg i stadsmiljön, som kan användas för att förbättra människors upplevelse av en plats. Därför är det viktigt att man inkluderar individer i framtagandet av de konstnärliga verken. Denna inkludering har undersökts i uppsatsen genom fallstudier på tre specifika konstprojekt. Två av dessa projekt valdes för att en av författarna hade deltagit i dem och kunde återberätta sin upplevelse. Dessa projekt är Street Art och Närlunda Tunneln, som utfördes av Helsingborgs stad. Det tredje projektet var den statliga satsningen Konst händer av Statens konstråd. I de kommunala projekten hittades ingen dokumentation som utförligt beskrev process och resultat. Därav utfördes intervjuer med deltagare i respektive projekt. Gällande Konst händer däremot, hittades nyanserad dokumentation som redovisade projektets process och resultat. Resultatet av studien visade att alla tre projekt inkluderat civilsamhället på olika sätt. Individerna fick vara en del av gestaltningen i både Street Art och Närlunda Tunneln. Genom intervjuerna gick det även att konstatera hur de kommunala projekten fortfarande inspirerar deltagarna än idag. Däremot är det Konst händer som har inkluderat människor i störst utsträckning, genom att låta dem påverka projektet som helhet fram tills att resultaten var nådda. Den övergripande slutsatsen som dras är att de tre projekten lyckats förhålla sig till forskningen kring offentlig konst och deltagande. Förhoppningen med studien och dess resultat är att uppmuntra till ökad medborgarinflytande i framtidens konstprojekt. / This thesis serves to elevate public art and civic influence. Theories and previous research has created an understanding of how art is a meaningful tool in the urban environment, which can be used to improve people’s experience of a place. Therefore, it is important to include people in the production of these artistic works. This inclusion has been investigated in the thesis through case studies on three specific art projects. Two of these projects were chosen as one of the authors had participated in them and was able to recount her experience. These projects are Street Art and Närlunda Tunneln, which were carried out by the municipality of Helsingborg. The third project was the state initiative Konst händer by the public art agency of Sweden. In the municipal projects, no documentation was found that described the process and results in detail. For this reason, interviews were done with participants in the respective projects. On the other hand, nuanced documentation was found that reported the process and results of Konst händer. The results of the study prove that all three projects included civil society in different ways. Individuals were a part of the design of both Street Art and Närlunda Tunneln. Through the interviews, it was further possible to ascertain how the municipal projects still inspire the participants to this today. Although, it is Konst händer that has included civic engagement to the greatest extent, by letting the people influence the project as a whole until the results were reached. The overall conclusion that is drawn is that the three projects succeeded following the research regarding public art and participation. The ambition of this study and its results is to encourage greater citizen influence in future art projects.