Abstract
The paper interprets the conclusions of selected research focused on the quality of Art Education and points out the possibilities of how these findings can be used retrospectively in the undergraduate training of future kindergarten and primary school teachers. The text also discusses the negative phenomena occurring in the practice of Art Education, drawing attention mainly to the reproduction and imitation of formal outputs of art activities. Therefore, it offers activated methods as a functional alternative. Their promotion combines with the support of confidence in the teacher's pedagogical potential and creative experience.
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