Abstract: The article analyzes the pedagogical system of artist and teacher Svetlana Malkova as an example of modern educational practice aimed at solving the problems of cultural integration and social inclusion. The study highlights the organization of international plein airs as an effective tool for establishing intercultural dialogue between children and adolescents from different countries. The author’s teaching methods developed by Malkova and their application in working with various social groups, including children with autism spectrum disorders and the elderly, are considered. The purpose of the work is to demonstrate how art education based on the principles of accessibility and humanism contributes to the formation of an open and tolerant society. The results of the study can be used in the development of inclusive educational programs, as well as in the organization of international cultural projects for children and adolescents.
In the context of modern globalization processes and growing social diversification, the issues of intercultural communication and inclusion are becoming especially acute. Art, having a universal language, is one of the most effective tools for building a dialogue between representatives of different cultures and social groups. Artistic creativity allows us to overcome barriers, promotes the development of empathy and mutual understanding. In this context, the activities of modern innovative teachers who develop and implement complex educational models are of significant scientific and practical interest.
This article is devoted to the analysis of the pedagogical system of Svetlana Malkova, whose work is a striking example of the synthesis of art education, cultural diplomacy and social inclusion. The relevance of the topic is due to the need to find effective approaches to educating the younger generation in the spirit of openness and respect for diversity, as well as the need to adapt educational programs for people with special needs. The purpose of the article is to systematically examine, based on the study of the experience of the art studio “Mavritsa” and the original methods of its founder, how art can perform the function of a social bridge, uniting people regardless of their nationality, age and psychophysical characteristics.
Jump Link
Svetlana Malkova: Portrait of an Artist and Teacher with an International Vision
Svetlana Malkova is a professional artist and teacher with over twelve years of experience in teaching fine arts and arts and crafts. Having received specialized art and pedagogical education, she has developed her own teaching system that effectively combines academic foundations with the development of students’ individual creative potential. In 2019, Malkova founded the Mavritsa art studio in the Republic of Slovenia, which quickly became a center of attraction for children and adults of different nationalities. The studio’s success is largely determined by its unique teaching methods.
Malkova’s teaching activities cover a wide audience, including both preschool children and adult students, which requires deep adaptation of curricula. Based on many years of experience working with students in Europe, she created a teaching manual for teaching painting, systematizing the accumulated experience.
Malkova’s professional achievements are not limited to studio work. She is the organizer and leader of field plein airs in countries such as Italy, Austria, Slovenia and Croatia. These events have become an important part of her educational concept. During the COVID-19 pandemic, her pedagogical system has demonstrated a high degree of adaptability. Svetlana Malkova successfully transferred classes to an online format, expanding the geography of her students and making a significant contribution to maintaining the continuity of the educational process in the difficult conditions of global isolation.
Plein air painting as a form of cultural exchange
The outdoor plein airs organized by Svetlana Malkova are not just educational trips, but carefully planned programs aimed at cultural enrichment and the development of intercultural communication skills. The organization of such events includes not only the selection of locations with a rich natural and cultural landscape, but also the creation of conditions for joint creativity of children from different countries, including Slovenia, Italy, Austria, Russia and Ukraine.
In the process of joint work in the open air, young artists not only master the technique of painting in the open air, but also immerse themselves in a new cultural environment. Joint creation of sketches, discussion of works and simple human communication help to overcome language barriers. Practice shows that a common creative task becomes the catalyst that contributes to the emergence of friendly relations and a sincere interest in the culture of their neighbor. When a child from Slovenia and a child from Italy paint the same landscape on Lake Bled together, they learn to see the world through each other’s eyes. This experience gives participants a deep understanding that art is a common heritage of humanity and that cultural differences are a source of mutual enrichment rather than a reason for alienation.
Principles of inclusion in art education
Svetlana Malkova’s pedagogical philosophy is based on the belief that art should be accessible to everyone. This principle is embodied in active work with inclusive groups. One of the important areas of activity of the Mavritsa studio is the involvement of children with autism spectrum disorders (ASD) in the creative process. Individual programs are developed for such students that take into account their perception and communication characteristics. The art therapeutic approach allows children with ASD to find new ways of self-expression, develop fine motor skills and social skills in a safe and supportive atmosphere.
The principle of inclusiveness also extends to other age and social categories. In 2022, together with the charity foundation “Old Age in Joy”, a project was implemented in which Svetlana Malkova held a simultaneous online drawing lesson in Zoom for 23 boarding schools. It was attended by people of retirement age, including those with disabilities and Down syndrome. These lessons have become not only a way for older people to express themselves creatively, but also an important means of combating social isolation and maintaining cognitive functions.
This direction is based on a concept that can be formulated as “art is not only a technique, but also care.” This approach shifts the emphasis from achieving a formal result to the creative process itself and its therapeutic impact. The main task is to create an environment in which each student, regardless of their abilities and life circumstances, feels accepted, valuable and successful.
Author’s methods as the basis of inclusive pedagogy
The theoretical and practical basis of Svetlana Malkova’s educational system are her author’s methods, developed to solve specific pedagogical problems, including in an inclusive environment.
The “Illustrative Reading” method is aimed at synthesizing literature and fine art. During the lesson, students not only listen to a literary work, but also create visual images for it. This method promotes the development of associative thinking, imagination and a deeper emotional understanding of the text. For children with verbal communication difficulties, this becomes an additional tool for expressing their thoughts and feelings.
The “Clear Picture” method offers a step-by-step algorithm for creating a work of art. Such a structured process removes students’ fear of a blank sheet and gives them confidence in their abilities. For children with ASD, who often need predictability and a clear order of actions, this method is especially effective, allowing them to successfully cope with the creative task.
The innovative method “Thermo-sensitive painting” involves the use of special materials that change color under the influence of temperature. This interactive element turns the drawing process into a fascinating exploration full of discoveries. It activates sensory perception and arouses keen interest in students of any age, which is especially valuable when working with children with attention deficit disorder. These methods, integrated into the educational process, make learning flexible, exciting and accessible to everyone.
Thus, the analysis of Svetlana Malkova’s pedagogical activity shows that modern art education is capable of performing important social functions that go far beyond teaching technical skills. Her work demonstrates a successful model in which art becomes a tool for building intercultural ties, social adaptation and personal development. International plein airs, inclusive programs and innovative author’s methods together create an educational environment based on the principles of humanism, openness and accessibility.
The experience of the Mavritsa art studio confirms that the mission of uniting people through creativity is not just a declaration, but an achievable reality. Providing every person, regardless of their origin or abilities, with the opportunity for creative self-expression contributes to the formation of a more harmonious, tolerant and integral society.
