Traditional Turkish Arts Education in the Visual Arts Education

Abstract

The points that the education sways affecting the society are thought-provoking. Today, the solution of many issues that set the agenda can be found in consciously planned human education. The proverb of “As the twig is bent so is the tree inclined” should be guiding and today, while discussing concepts such as globalization and universality, the fact that each individual can serve the public in a universal whole with their own characteristics and the differences of the culture in which he/she takes shape should not be ignored. From this point of view, investigating the effects of application of Multi Disciplinary Visual Arts Educational Method which includes the disciplines of Art History, Art Criticism, Aesthetics and Practice and Constructivist (Constructionist) Learning Approach and Traditional Turkish Arts topics in the 6th grade Visual Arts Class will contribute to the importance of traditional arts education within the scope of visual arts. In addition, it is thought that the research findings will provide a new perspective in terms of both performance and educational method. The investigator has carried out the content analysis based on the qualitative data gathered from students and teachers in the course of 6 weeks education by means of observation, interview forms, activity sheets and program drawn up by himself, where he has emloyed the pilot application. Along with that, after the investigation of the documents in the students portfolios, formed by means of activities aimed at the “Visual Works Reflecting and Introducing National Culture” attainment in the “Visual Arts Culture” learning domain included in the program, students are tried to be evaluated. The activities are contributed both from the viewpoint of subject and the visual arts education. Findings show that students succeed in “Individual meaning making process”, “New knowledge and current knowledge joining”, “Social interaction” and “Authentic tasks”

knowledge acquiring, problem solving and critical creative thinking skills are at the highest levels

knowledge acquiring is conscious. A visual arts classroom environment and the participant observer investigator have made a great contribution to ensuring such phenomens as “Different perception of education”, “Being a thinking class”, “Active and eager participation in activities”, “Superior thinking skills” and “Teacher and peers cooperation” and making a “Classroom environment” pleasant by employing the program.