Pre-service visual art teachers in one university identified nine issues within available literature that addressed their concerns about their future artistic practice. These can be summarised into three common themes; a perceived... more
Pre-service visual art teachers in one university identified nine issues within available literature that addressed their concerns about their future artistic practice. These can be summarised into three common themes; a perceived conflict of identities, whereby neither the artist nor teacher identity sits comfortably in their respective worlds; questions concerning art education pedagogy and whether artistic or educational priorities drive good art education; and fears about systemic disadvantages that purportedly exist within schools to the detriment of art teaching and making. This paper presents a summary of these students’ immersion in the literature, in the process exploring the nature of fears they have concerning their capacity to combine teaching and art making in one career. The paper identifies a need for practitioner/teacher issues to be included in teacher training programs, and for schools to better support graduating teachers’ artistic practices.
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... more
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 programs to teach new approaches such as visual culture theory in art education and on increasing number of practices involving student-teacher and parent interaction taking such approaches in the scope of lifelong learning.
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... more
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.
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... more
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.
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... more
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.
