Art Teacher Education

This article attempts to use different ways of looking that help classroom and visual art teachers analyze the meanings attributed to visual images, thereby enhancing their visual literacy skills. In the study, holistic multiple-case sampling was employed in the context of case study method as each group of teachers was individually considered as an analysis unit and their analysis of visual images through different ways of looking was evaluated in a holistic way. The participants of the study comprised of a total of 508 teachers who attended teacher training workshop of the Project titled ‘The Implementation of Visual Culture Theory on Primary and Secondary Visual Arts Courses.’ The data were collected with worksheets, artistic drawings and participant diaries and analyzed inductively. The data were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience. The results denoted that classroom and visual arts teachers interacted with images through a series of questions related to different ways of looking at visual images, questioned visual representations, artistic components and sub-meanings and created various meanings in terms of social, economic, psychological, and cultural contexts, thereby increasing their visual literacy skills.

Genelde sanat eğitimi, özelde görsel sanatlar eğitimi yalnızca yetenekli çocuklar ve gençler için verilmesi gereken beceri ve yetenek geliştiren bir alan değildir. Görsel sanatlar dersleri ile elbette öğrencilerin yaratıcılık, yeti ve yeteneklerini ortaya çıkarmaları amaçlanır ancak bu, dersin amaçlarından sadece bir bölümüdür. Aksi takdirde 30 kişilik bir sınıfta sadece 7-8 çocuk çok yetenekli diye tüm sınıfa sadece beceri ve yetenek geliştirici bir eğitim ve öğretim planlanamaz. Tüm çocukların farklı zekâ alanlarından da olsalar estetik duyarlılıklarının, el becerilerinin ve yaratıcılıklarının geliştirilmesinin yanı sıra, problem oluşturma, araştırma yapma ve problem çözerek sonuca ulaşabilme gibi üst düzey düşünme becerilerinin de geliştirilmesi için görsel sanatlar dersleri küçümsenemeyecek derecede önemli katkılar sunar ve uygulamalı eğitim ortamları oluşturur.

Facing different issues of social justice happening in students' daily lives, art educators have been exploring how to integrate these issues of social justice into art classes. To guide students to discuss various social justice issues, art educators have introduced different theories in social justice art education. The main purpose of this article was to explore art teachers' perspectives regarding issues of social justice discussed in class, naming what are the challenges and rewards of elementary school and secondary school art teachers after bearing issues of social justice to art education in schools. At the beginning of this article, I reviewed several key concepts of art education on social justice. I then described and analyzed art teachers' perspectives of art education on issues of social justice. This article could provide several insights regarding planning and implementing education on social issues of social justice in art education at K-12 schools.

Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in Turkey. Its name also may have caused confusions. In this study, art teacher opinions of VCAE content, principles, applications and practices were collected through a survey questionnaire; and examined. Participants were 71 art teachers. Purposeful, convenient, random sampling method was employed to represent a population of art teachers from various backgrounds, with various experience levels, with educational experience from various universities, working at various geographical regions and towns in Turkey. The study was designed and structured as a descriptive survey research. Analyses revealed that art teachers usually are not aware of the typical discussions about VCAE. Having been criticized as an ideologically rooted theory, applicability of VCAE in Turkey seems controversial in many aspects.

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

Abstract In Northern Finland, where this study takes place, nature is a typical setting for recreational activities and employment. At the University of Lapland, attention has been given to art teacher education that supports the continuation of the Northern ecoculture and enhances human–nature connectedness. In this article, we discuss art, community and environmental (ACE) studies developed through international collaborations and joint, long-term action research based on the arts. These studies are part of art teacher training and an international master's degree programme in Arctic art and design. This article explains the paradigm changes that have impacted the aims and methods employed in ACE studies since the 1990s. The discussion is framed by a Western theoretical shift from environmental aesthetics to new materialism, post-humanism and decolonisation. We conclude that ACE projects can enhance revitalisation and increase capacities to retain cultural pride and local ecocultures. Art education that is carried out in a place-specific manner, in cooperation with local communities, is one way to keep traditions alive and foster environmentalism in the North. The article has international relevance for developing art teacher training in Arctic communities but also in other remote locations in which strong bonds between nature and culture are maintained.