EXTENDED ABSTRACT
A QUALITATIVE EXAMINATION OF VISUAL ARTS WORKSHOPS AND EDUCATIONAL ENVIRONMENTS IN THE CZECH EDUCATION SYSTEM

Introduction Visual arts education is a fundamental discipline that enables individuals to recognize their environment, establish bonds with society, develop aesthetic perception, and demonstrate creativity. Historically, art has served as a primary mode of expression and communication. In the context of modern education, the acquisition of artistic skills is heavily dependent on the quality of the educational environment. Contemporary educational theories emphasize that the physical space acts as a "third teacher," significantly influencing the learning process. In the Czech education system, visual arts education is characterized by a distinctive approach that integrates specialized workshops (ateliers) with nature-based practices. This study focuses on the structural and physical characteristics of visual arts education in Czech primary schools. It aims to examine how the architectural design of workshops, the accessibility of materials, and the integration of outdoor learning environments contribute to the educational infrastructure. The study posits that a well-designed physical environment is not merely a backdrop for instruction but an active component in fostering student responsibility, discipline, and artistic productivity.

Methodology This research employed a descriptive case study design, a qualitative research method that allows for an in-depth and holistic examination of a specific phenomenon within its real-life context. The scope of the study was defined by the structural analysis of educational environments rather than human subject experimentation. Data were collected during technical visits conducted within the framework of an Erasmus Adult Education Project in the Czech Republic (May 20–26, 2023).

The primary data collection techniques included:

Systematic Environmental Observation: Detailed observation of the physical layout of visual arts workshops, classroom ergonomics, storage systems, and display areas in corridors.

Document and Curriculum Analysis: Examination of lesson schedules, institutional reports, and educational materials to understand the pedagogical approach supporting the physical infrastructure. Data analysis focused on categorizing the physical features of the learning environments and interpreting their functional roles in the educational process. As the study is based on environmental observation and document analysis, it did not require ethics committee approval.

Findings The analysis of the visual arts workshops and general school environments in the Czech education system yielded several key findings regarding infrastructure and pedagogical design:

Accessibility and Functionality of Ateliers: It was observed that visual arts lessons are conducted in dedicated workshops rather than standard classrooms. These ateliers are equipped with sinks, allowing students to freely use materials such as clay and paint without the anxiety of making a mess. Materials are arranged in open, accessible shelving systems, which encourages student autonomy and responsibility for maintaining order.

Biophilic Design and Nature Integration: A distinctive feature of the observed environments is the integration of nature into the classroom. Many ateliers and classrooms host plants and animals (such as pets cared for by the class). Furthermore, schools are equipped with "open-air art areas" featuring outdoor tables and washing stations. This design approach supports a curriculum that is intertwined with nature, fostering environmental awareness and keeping student motivation high.

Spatial Support for Belonging and Identity: The school architecture is utilized to reinforce students' sense of belonging. Corridors and empty wall spaces are actively used as galleries to display student artwork. Additionally, the provision of personal lockers and dedicated workspaces for each student contributes to the development of a sense of ownership and individual responsibility.

Holistic Educational Atmosphere: The physical environment is designed to be aesthetically stimulating. The visual richness of the ateliers and common areas transforms the school into a vibrant living space, suggesting that art is not just a lesson but a part of daily life.

Discussion and Conclusion The findings suggest that the effectiveness of visual arts education in the Czech system is intrinsically linked to its spatial organization. The "atelier system" provides a professional atmosphere that encourages students to take their work seriously. The accessibility of materials and the requirement to maintain the workspace foster a disciplined work habit and self-efficacy without the need for coercive disciplinary measures.

The integration of indoor and outdoor learning spaces offers a versatile curriculum that adapts to environmental conditions, thereby preventing the monotony of traditional classroom settings. The presence of living organisms (plants and animals) within the learning space introduces an element of empathy and responsibility into the artistic process.

In conclusion, this study highlights that the physical quality of educational environments is a determinant factor in achieving the goals of art education. For an effective visual arts curriculum, schools must provide functional, well-equipped, and aesthetically pleasing workshops. The Czech model demonstrates that when the environment supports the learner, students are more likely to develop as productive, creative, and self-confident individuals. Based on these results, it is recommended that educational systems prioritize the establishment of dedicated art workshops and outdoor learning areas to enhance the quality of art education.

Keywords: Art Education, Educational Environments, Visual Arts Workshops, Czech Education System, Case Study, Biophilic Design.