The Relationship Between Project-Based Creative Learning and Well-Being Focusing on Whole Personality Development in Teacher Education. A Case Study

In this research paper, we seek to examine how participation in a community art project can promote positive psychological and social outcomes. We aim to outline the processes through which the experience of participation in community arts is transformed into positive personal developmental outcomes.In order to give evidences and examples of this relationship and balance, this research study focuses on some models of creativity and case study in teacher education on the base of community arts. In Slovakia, community art has not yet drawn significant research attention in regards to its potential as a creativity development strategy in higher education. A gap remains in understanding how and why students’s participation in a community art project can lead to those positive outcomes. Aiming to respond to this gap, the following research exploredthe meaning of creativity and whole personality development in a community art project from the point of the students who experienced it. Twelve participants were interviewed about their experiences in a community art project (University Totem) held in Komárno, Slovakia. The findings highlighted the potential of community arts projects for promoting the creative process and community building through learning various clay-making techniques. Finally, at the end of the research paper, we will draw conclusions and summarize our paper.