Art as a means of national unity: Pedagogical practices in action

The article describes the experience of implementing pedagogical practices to fulfill the tasks of students' national-patriotic education by synthesizing art, education and art therapy at Ternopil School I-III grades No. 19. The pedagogical practices within the school’s educational environment are highlighted as effective tools for fostering national-patriotic values, developing civic resilience, and uniting students, teachers, and parents. Implementing the experimental authorial program “Heart with Ukraine” is carried out in the context of forming civic and universal human culture. This program covers the entire educational process of the institution, is based on the freedom to choose life goals, and harmonizes the interests of the individual, society, and the state. A project developed within this program addresses the objectives of national-patriotic education through organized activities involving project participants, such as art projects, art therapy sessions, and volunteer actions with artistic themes. These are conducted under the guidance of practical psychologists, art therapists, members of the implementation team of Olena Zelenska’s mental health program “How are you?”, art educators, volunteers, and folk artists. The pedagogical potential of the verified forms of work with students is explored. Participation in art projects enhances participants’ artistic and creative self-expression skills, provides self-presentation experience, and improves both physical and mental well-being. Art projects may include original photo exhibitions, displays of creative crafts and paintings, video content creation (social videos, music clips), thematic performances, participation in various forums, concerts, contests, the design of photo zones, and the organization of photo sessions, which improves their physical and mental state. Group art therapy sessions have proven beneficial for participants of different categories: children and adults who have experienced war-related trauma, soldiers, and the families of military personnel. These sessions involve various artistic activities and the creation of various art products (such as talismans, postcards, and plaster figures). Volunteer initiatives aim to support those affected by the war (making postcards for soldiers, collecting treats and essentials for the front lines, producing trench candles, and weaving camouflage nets). The article concludes that art education plays a leading role as a vital factor in national unity, as it fosters students’ personal involvement in shaping a shared spiritual space.