| Sumario: | The research analyses the influence of iconography and tempera painting techniques on the development of Chinese schools of art. The sample involved 312 respondents divided into three age groups: the first group included 12–16-year-old participants, the second – 16–20-year-old artists, and the third – 20–24-year-old artists. The research consisted of two stages: surveys of respondents to collect the data and an assessment of the classical elements of icon painting. The survey revealed that respondents were acquainted with the tempera painting techniques regardless of their education state 79.2% (n = 247) and had used tempera painting techniques in their work. The paintings were analysed and examined according to the iconography techniques using the Kruskal–Wallis criteria. The research revealed that the development and use of tempera painting and iconography techniques were not influenced by the art learning and studying at the art school, as well as the development of the personal painting style of artists who had received special education. The observed findings conclude that there is no relationship between training at special art schools and the presence of iconography and tempera painting elements in artworks. These results can be used in statistical artistic research and within the process of special education curriculum planning. Regarding future research, it is crucial to acknowledge the necessity of exploring the impact of art training on diverse painting genres. Furthermore, the theoretical and practical dimensions of the evolution of a young artist's distinctive style and skills, and their transformation under the influence of national cultural traditions, present intriguing areas of inquiry.
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