Sanat ve Tasarım Bölümü / Department of Art & Design

Permanent URI for this collectionhttps://gcris3.etu.edu.tr/handle/20.500.11851/269

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Çoklu Zekâ Kuramına Dayalı Öğretimin İlköğretim 6. Sınıf Resim-iş Dersinde Öğrenci Tutumuna Etkisi
(2011) Ayaydın, Abdullah; Özsoy, Vedat
Bu çalışmada çoklu zekâ kuramı etkinlikleriyle öğretiminin; öğrencilerin resim-iş dersine ilişkin tutumlarına etkisi olup olmadığı araştırılmıştır. Araştırmada, ilköğretim 6. sınıf resimiş dersine ilişkin renkli çalışmalar konusu, iki farklı yöntem kullanılarak öğretilmiştir. Gruplardan birine (kontrol grubu) geleneksel öğretim, diğerine (deney grubu) ise çoklu zekâ kuramı’na dayalı öğretim tekniği uygulanarak, öğrencilerin sanata yönelik tutumları kullanılan yöntemler açısından incelenmiştir. Yöntemin etkisini belirlemek amacıyla çok denekli tek faktörlü deneysel desen yöntemi kullanılmıştır. Araştırma sonucu olarak; öğrencilerin geleneksel öğretime oranla, çoklu zekâ kuramına dayalı öğretim etkinlikleri sonunda akademik başarılarının daha yüksek düzeyde ve öğrenilenlerin daha kalıcı olduğu, ancak tutumları arasında anlamlı bir fark olmadığı ortaya çıkmıştır.
Yıldız Albümlerinden Yıldız Porselenlerine İstanbul Manzaraları
(İstanbul Üniversitesi Türkiyat Araştırmaları Enstitüsü, 2014) Aydın, Altay, Suna, Canan
During the late decades of 19th century, by the high interest of Abdulhamid II a new art environment appeared in imperial palace and its surroundings. In Yıldız Çini Fabrika-i Hümayun, which was founded by Sultan Abdulhamid II, domestic and foreign painters decorated produced porcelain objects, and some of them painted views and landscape of Istanbul. While examining depicted landscapes on these very valuable items, it is possible to observe that the artist took advantages of photograph.
Ankara Etnografya Müzesi Koleksiyonu’nda Yer Alan Art Nouveau Üsluplu Yıldız Porselenleri
(Koç Üniversitesi Vehbi Koç Ankara Araştırmaları Uygulama ve Araştırma Merkezi , 2014) Aydın, Altay, Suna, Canan
Yıldız Çini Fabrika-i Hümayunu (Yıldız Imperial Porcelain Factory) was established on the orders of Sultan Abdulhamid II at the beginning of the 1890s in the Yıldız Palace garden. While this was an important step in the history of Ottoman industry it also created a prestige against western societies. From the date the production was started in 1894 until it was closed in 1909, unique works of the Ottoman modernization era have been produced at Yıldız Çini Fabrika-i Hümayunu (Yıldız Imperial Porcelain Factory). The porcelain objects produced under the influence of the Art Nouveau movement in Europe within this 15 years period, especially in the second half of the 19th century,are quite remarkable. These works have been distributed among various museums and collections and a group of them are exhibited at the Ankara Ethnography Museum’s Porcelain Collection. In this research, Art Nouveau works in this museum’s collection are examined and evaluated.
Görsel Sanatlar Eğitiminde Portfolyo Değerlendirme
(Bartın Üniversitesi, 2015-06) Özsoy, Vedat; Mamur, Nuray
Current developments in education emphasize that assessment process should not be independent from the instruction process. In contrast, assessments have to reflect and be a part of the education-instruction activities. Solely, when examining the implementations of assessment and evaluation in visual arts education, it seems that the students are evaluated substantially with the products they produced. The production of artistic works is one of the important aims of visual arts education. However, it is required that the goals of art education and values gained in the process should not be overshadowed. In this frame, portfolio, which has a feature of being used as a performance assessment approach and representing the development of the student during the learning process, can be an alternative to these limits. The purpose of this study is to present a theoretical perspective about portfolio assessment technique. Portfolio assessment approach is mentioned within the framework of art education considering the difficulties in the assessment process of student’s artistic improvement. In this research, specialty, content, application and evaluation of portfolio assessment technique have been evaluated. In this way, it has been thought that this article would be able to provide a new perspective to the art educators about determining real learning ways and shortcomings.
Güzel Sanatlar Lisesi İki Boyutlu Sanat Atölye Dersinde 4mat Öğretim Modelinin Uygulanması
(Gaziosmanpaşa Üniversitesi, 2015-11) Özsoy, Vedat; Bülbül, H.
The purpose of this study is to determine the effect of 4MAT teaching model which is based on learning style on the teaching-learning process of the II dimensions art studio (IIDAS) classes in the fine arts high schools. The method of the study is modeled in the form of quasi-experimental design. Typical case sample was preferred in this study and it was carried out with 9th class students' at IIDAS. After the studies that were carried out for equivalence of the groups; 16 9th class students were included under the names of control group (n=8) and experimental group (n=8). The application process consists of fourteen weeks. The data were gathered from documents, observations, and interviews. The data were analyzed by descriptive analysis. At the process of ensuring the reliability and validity of the data, five experts were consulted. Research results showed that the students of experimental group are more successful in terms of expressing their cognitive knowledge, integrating their cognitive knowledge with practice ability, and it was seen that their inclination towards learning products was more improved than the students of control group. According to this result, it is thought that applying the model will be useful at the IIDAS classes.
Student Views on the 4mat Teaching Model Application in the Two Dimensional Art Studio Classes in the Fine Arts High School
(Anadolu University, 2015-11) Özsoy, Vedat; Bülbül, H.
The aim of this study is to determine the effect of the 4MAT teaching model on students in fine arts high school two dimensional art studio classes. This study was designed as a model case sample and it was conducted in a two dimensional art studio class in a fine arts high school. The study case consisted of eight 9th graders and after 14-week of practice process, the students perceptions and reactions about the model were assessed. The data were collected by the researchers by a semi-structured interview and an openended questionnaire after the interview. Content analysis method was used to analyze the data. The students stated that the 4MAT teaching model had a positive effect on them and they would like their classes in the following years if it was organized according to this model.
4mat Öğretim Modelinin Güzel Sanatlar Lisesi 9. Sınıf İki Boyutlu Sanat Atölye Dersinde Uygulanması
(Bartın University, 2016) Bülbül, Handan; Özsoy, Vedat
The purpose of this study is to determine the effect of 4MAT (4 Mode Aplications Techniques) teaching model on the teaching-learning process of TWO dimensions Art Studio (IIDAS) classes in Fine Arts High Schools. The method of the study is modeled in the form of action research. Typical case sample was preferred in this study and it was carried out with 8 students at the 9th grade IIDAS class. The application process consists of 14 weeks. The data were gathered from observations, interviews, and documents. The data were analyzed by descriptive analysis. At the process of ensuring the reliability and validity of the data, five experts were consulted. As a result of the study, it has been determined that each learning task within the framework of the educational model has provided new opportunities to the student, offered alternative solutions to them so as to fulfill the learning by enriching the learning environment. According to this result, it is thought that applying the model will be useful in the IIDAS classes.
Synthesis Of Eastern And Western Art: Art Nouveau Images On Ottoman Porcelain
(Istanbul Univ, Research Inst Turkology, Dept Art History, 2016) Altay, Suna Aydın
By the end of 19th century Art Nouveau movement has became influential in Istanbul with the impact of modernization movements. This movement was initially accepted in the Ottoman Empire by the palace and its surroundings. Art Nouveau came into the Ottoman world for the first time with the decorative objects that were sent as gifts to the palace and the daily-use wares imported from Europe. By the end of 19th century this movement influenced production of art works, such as architecture, furniture, decorative arts, and literature magazines. Consequently, with introduction of this style in Ottoman community it became popular just like seen in Western countries. In the same period Yildiz Imperial Porcelain Factory (Yildiz Fabrika-I Humayunu) which was a very important attempt for Ottoman industry produced art works since the very first date of its foundation in 1894 until its close in 1909. Those high quality works produced in this factory were able to compete with the European art works produced in Western world. Early period works that were shaped under the impact of Porcelains like French Sevres and Limoges was also closely associated with the conventional Ottoman decoration repertoire. Objects produced in Art Nouveau style in Ottoman Empire differed from the European examples in terms of their decoration programs. In the stage of decoration the objects created by the native and foreign painters used Art Nouveau motives considering Ottoman tastes that can be evaluated as a synthesis of East and Western art. Although Art Nouveau movement varied from region to region, in general the movement carried common characteristics of European countries. On the other hand, withthe impact of Islamic culture this movement gained more stylized interpretation and a characteristic approach different than the Art Nouveau style seen in Europe. Correspondingly, this study tries to evaluate a group of Art Nouveau porcelains produced by the Yildiz Imperial Porcelain Factory which have been hold in several museums in order to draw a framework with the above-mentioned issues.
Changes in Turkish Art and Craft Education 1970-1990
(2016-11-07) Özsoy, Vedat
This dissertation is concerned with problems in art education and art teacher training in Turkeyfrom 1970. In particular, this study focuses on the changes which occurred between 1970 and1990, and their effects on the quality of training teachers and the teaching of art and craft insecondary schools.Socio-political events resulting in two military coups and a change of government affectedall education throughout the 1960s and 1970s. Higher education was reorganised in 1982following the new national constitution when the Higher Education Council became responsiblefor all higher institutions. In addition, all teacher training institutions previously controlled by theMinistry of National Education were placed under the universities. The aim of thisimplementation was to improve the quality of education. But the changes implemented in 1982have not necessarily led to an improvement in the quality of education, specifically art and crafteducation.This research examines the quality of art and craft education, via: structural changes in theuniversity faculty of education and the effect of these, administrative and content changes inthe department of art and craft, and the effect of these on the quality of art and craft teaching.A mixture of theoretical, archival, and documentary sources informs the initial sections,and interviews and a questionnaire reveals responses at university and school level.The research demonstrates that instability in the government, frequently changingadministrators, and lack of a scientific and well-planned educational policy led to ad hocremedies and caused a decline in the teaching profession, art education and art teachertraining. The research shows that the structural and content changes in the department of artand craft have not improved the quality as expected and have borne new problems.The dissertation proposes in the conclusion that establishing art and designdepartments, adding design and theoretical courses to curriculum, and establishing an‘Association of Art Educators’ or ‘Society of Education in Art and Design' might lead toimprovements in art education in schools. Finally the study consists of a draft scheme for thedepartment of art and craft including new contemporary courses in its curriculum.
Görsel Sanatlar Dersinde Estetik Öğretim İle İlgili Ders İşlenişinin ve Etkinlik Formlarının Değerlendirilmesi
(NWSA, 2017) Akın, Nalan Okan; Özsoy, Vedat
Individuals who have an aesthetic point of view are also the ones who make their environment beautiful. Aesthetic teaching is a form of teaching that takes place in art education. In the research which is developed for this purpose, a program proposal which was realized at the sixth grade Visual Arts lectures is presented. In the study, while the traditional method is applied to the control group, the constructivist understanding with Multi-Directional Visual Arts Education and Active Learning Method is applied to the experimental group. Research is an action research, which is one of the qualitative research methods. The course workings of the experimental and control groups are compared with directly by using the descriptive analysis method. Besides, the course activity forms which are applied to the experimental group are evaluated on their own. As a result, instead of the lessons of control group which is consisted of 3-layers, it is found out that the experimental group's six-step lecture process, which consists of the efficiency forms are more directive and instructive.
Doğal, Tarihi ve Kültürel Mekânlar ile Bilim Merkezlerinin Yaygın Öğrenme Ortamı Olarak Kullanılması
(Milli Eğitim Bakanlığı, 2017-06) Özsoy, Vedat; Dilli, Rukiye; Karakaya, Ümit; Bıyıklı, Nihal; Çalık, Şefika
Bu makale Yenimahalle İlçe Milli Eğitim Müdürlüğü tarafından Ankara Kalkınma Ajansı Doğrudan Faaliyet Desteği programı çerçevesinde gerçekleştirilen bir projeyi amacı, süreci ve sonuçları itibariyle tartışmaya açmak amacıyla hazırlanmıştır.
Diy in Art Education and Art Teacher Training in Turkey
(Taylor and Francis Inc., 2018) Özsoy, Vedat
The Gazi Education Institute (GEI), founded in 1926, was an important teacher training institution in Turkey that included a model of do-it-yourself (DIY) practices in its curriculum that spanned three years. The Department of Art and Craft within GEI was founded in 1932, and had a curriculum based on a system where teacher candidates were divided into groups of twenty with each group rotating through the studios in different terms. The method of training in the craft studios was in fact a kind of self-sufficiency model of DIY, but it was abandoned in 1982 when the educational institutions were transformed into faculties of education within the universities. The Curriculum of Elementary Education for Visual Arts was revised in 2017 to include three learning areas that were also in the previous curriculum. Proposals from all education faculties were evaluated and new courses were put into the curriculum of the Departments of Art and Craft Education.
Görsel Sanatlar Öğrenme ve Öğretim Yaklaşımları
(Pegem Akademi Yayıncılık, 2019) Özsoy, Vedat; Mamur, Nuray
Görsel sanatlar eğitimi bireylere iyiyi içeren “etik” ve güzeli içeren “estetik” değerleri kazandırmaktadır. Bireyin estetik beğeni düzeyi görsel sanatlar ve tasarım alanında aldığı eğitim ile doğru orantılı olarak gelişir ve zenginleşir. Bu nedenle okul yıllarında öğrencilere kazandırılacak estetik duyarlılık ve beğeni düzeyi önemlidir. Bireylerin erken okul yıllarında alacakları bu estetik eğitim, onların daha sonraki yıllarda verecekleri kararlarda çok etkili olacaktır. İyi bir görsel sanatlar eğitimi almış birey hangi işi yaparsa yapsın, hangi mesleği seçerse seçsin, toplumsal yaşamında estetik duyarlılığını, sanatsal yaratıcılığını ve eleştirel bakış açısını işine, mesleğine ve çevresine yansıtacaktır. Yükseköğretim Kurulu’nun 2018 yılında aldığı kararla değiştirilen eğitim fakülteleri lisans programları, öğretmen yetiştirmede yeni bir yapı oluşturmuş, bu değişiklik görsel sanatlar öğretmeni yetiştiren Resim-İş Eğitimi Anabilim Dalları Lisans Programında da yapılmıştır. Yeni eğitim programında dört yeni ders konulmuştur. Bunlar sırasıyla: Görsel Sanatlar Öğrenme ve Öğretim Yaklaşımları, Görsel Sanatlar Öğretim Programları, Görsel Sanatlar Öğretimi 1 ve son olarak Görsel Sanatlar Öğretimi 2 dersleridir. Farklı içeriklerle oluşturulan bu derslerden birincisine yönelik yazılı kaynak gereksinimini karşılamak üzere bu kitap yayımlanmıştır. Kitap yalnızca öğretmen adayları için değil, meslekteki görsel sanatlar ve sınıf öğretmenlerinin de ihtiyaçlarını karşılayacak bir içerikte hazırlanmıştır.
THE SECTET BEHIND THE BLUE GAZE- KAYIHAN KESKiNOK
(Anadolu Univ, 2020) Aydın, Çelikcan, Huriye; Özsoy, Vedat
This article has been prepared based on the life story of Kayihan Keskinok. In the article, the art journey and artistic orientations that go parallel with Keskinok's life are given together in a chronological order. Biographical research pattern is used in this qualitative research, which used Kesinok's analysis of art through research form and analysis of other experiences. This article aims to contribute to the promotion and keeping up-to-date of Kayihan Keskinok, who has made significant contributions to the art and education of our country. In addition to the necessary literature review conducted for this purpose, all the images and some sections used in the article were prepared in accordance with the data obtained from an interview made in 1987 while the artist educator was still alive. For this reason, attention was paid to the fact that the literary style of the article was narrative and original. In his work, Keskinok created works in a figurative fantasy style, which focuses on Karadeniz wedding taunts, social issues (distorted urbanization, slum life, bars, night clubs), amusement parks (circus acrobats), courage and heroic stories (epics), industrialization (jobs and workers). In addition, he used the technique of superimposition for formal and conceptual purposes, based on the data of contemporary psychology, in all his paintings, which he made for about more than twenty years.
Citation - Scopus: 3
The Role of the A/R Method in Art Teacher Training
(Horizon Research Publishing, 2020) Güneş, N.; Aksoy, Ş.; Özsoy, V.
The main aim of this research is to determine the opinions of students and the faculty offering the course on the a/r/tography applications. This descriptive study was carried out during the Spring semester of the 2016-2017 school year and the Fall semester of the 2017-2018 school year at the Department of Art Education of Gazi Faculty of Education in Gazi University. The participants of the research were 7 students and the faculty member offering the course. Descriptive analysis was the method used to analyze the data. According to the research results, using personal life experiences in a/r/tographical practices helped students create original and creative works. The students developed significantly in associating real life with awareness of their own experiences, although they found it challenging to write, produce ideas, and generate meaning during the application section of the course. The activities effectively unveiled students’ roles as artists/researchers/teachers-learners. According to the faculty member offering the course, students could refer to their own experiences to generate original and creative ideas during application. Students carried out research work, however limited, as researchers. Students thought and acted like artists, creating works of high artistic values. Students acted as learners—they learned during the course and beyond. Students also acted as teachers by learning from one another. Due to a lack of thinking and inquiry-based teaching in traditional art education primarily in art studios and a lack of previous opportunities to focus on and write about experiences, students had difficulty understanding subjects, generating ideas, and writing. Copyright © 2020 by authors, all rights reserved.
Citation - WoS: 4
Citation - Scopus: 4
Use of Visual Culture in Visual Arts Courses: Opinions of Participating Teachers After Tubitak-4005 Project
(2020) Özsoy, Vedat; Mamur, Nuray; Sarıbaş, Sevcan
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.
Kültürel ve Eleştirel Sorgulama Olarak Görsel Sanatlar Öğretimi: Kuram ve Uygulamada Görsel Kültür
(2020-04) Özsoy, Vedat; Dilli, Rukiye; Mamur, Nuray; Sarıbaş, Sevcan
Sanatçı Atölyeleri ve Tasarım Stüdyoları
(Pegem Akademi, 2021) Özsoy, Vedat; Güneştan, Selin
[No Abstract Available]
Citation - WoS: 1
Citation - Scopus: 1
Reproduction of Image Through Critical Visual Reading in In-Service Teacher Training
(Turkish Education Assoc, 2021) Ozsoy, Vedat; Mamur, Nuray
This research is a case study analyzing the process of Intersemiotic Exchange activity carried out as part of an in-service training offered through a TUBITAK supported project to help teachers deliver critical and cultural inquiries in their classrooms through visual culture images. In the Intersemiotic Exchange activity, the teachers were expected to establish a connection between a piece of artwork and an advertisement image, to evaluate the newly acquired meaning of the borrowed image in the new context and to reproduce it in a context of social content. As a first step, the teachers analyzed the artwork and the relevant advertisement image they had selected for their similarity and differences in form, they then read those images for their similarities and differences in meaning. As the final stage of the activity, they reproduced the artwork in the context of a social problem they have determined. The teachers here were expected to carry out a deliberate and purposeful intertextuality study. In this research we have carried out in seven cities with a total of 508 classroom and visual arts teachers, the analysis unit is the experience of participant teachers relevant to the applied program. At the end of the process, a significant improvement was observed in teachers' ability to inquire with respect to interpretation of visual messages and similar message formation through visual literacy. The teachers evaluated that the program could help students to increase relational thinking skills and awareness of social problems. Additionally, they self-criticized their use of cognitive and interactive teaching approaches in the classroom and noted that they had been able to develop ideas to improve their own art lesson activities in the framework of the experiences they had achieved in the process of the activity. In this context, it is possible to say that it is necessary to further improvement of the teachers' competencies through different in-service training activities to help them interpret visual culture pedagogy related approaches in their classrooms.
Developing Visual Literacy Skills in Teacher Education: Different Ways of Looking at the Visual Images
(International Association of Educators, 2021) Özsoy, Vedat; Saribaş, Sevcan
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.

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