Publication: Sanat eğitimi almış ve almamış bireyler arasındaki farkın incelenmesi
Abstract
Umut, insan yaşamındaki en önemli duygulardan biridir çünkü yarının daha iyi olacağına inanıyorsanız yaşama tutunmak için bugün mücadele edersiniz. Bu bağlamda sanat yapmak umut etmek gibidir çünkü her ikisi de gelecekte daha iyi bir şeyin mümkün olabileceğine inanmak ile başlar. Yarına umudu olmayanlar bugün eyleme geçemezler; bugün sanatsal bir eylemde bulunanlar aynı zamanda umudu içinde barındıranlardır. Sanatçılar içlerindeki umudu yaratıcı süreçleri ile bir araya getirirler ve sonunda bir sanat eseri ortaya çıkar. Sanat eserleri de, bu eserle herhangi bir şekilde karşı karşıya gelen kişilerin iç dünyalarında bir yerlere dokunabilir onlara yeni bir ışık sunabilir veya geleceğe dair umutlarını tazeleyebilir. Sonuç olarak sanat eylemi, umut etme eylemi ile benzer bir bir şekilde insanların gelecekte başka bir şeyin de mümkün olabileceğine dair inançlarını canlı tutmak için mühim bir araçtır. Bu nedenle sanatı umudu ifade etmenin bir yolu olarak düşünmek sanatın gücünü daha iyi anlamamıza yardımcı olabilir. Kısacası sanat, içinde umudu barındıran, kişiyi geliştirebilen her türlü amaçlı eylemler bütünüdür. Doğal olarak sanat, bireyin ve toplumun gelişiminde önemli bir rol oynamaktadır. Sanat eğitimi, bireyin ve toplumun ilerlemesini sağlamada önemli bir araçtır. Kültürel mirasın korunması, geçmişe sahip çıkılması ve gelecek nesillere aktarılması sanatın katkılarıyla mümkün olur. Görsel sanatlar disiplini, öğretim programlarında diğer derslerle aynı öneme sahiptir. Sınav notlarından daha önemli olan duygusal kazanımlar, ilgi, tutum ve motivasyon gibi unsurlar sanat eğitimiyle gerçekleşir. Görsel sanatlar eğitimi, öğrencilerin yaratıcılığını, üretkenliğini ve özgün ürünler ortaya koymalarını teşvik eder. Görsel sanatlar dersinin başarıyla uygulanabilmesi için gereken alt yapı ve imkanlar sağlanmalıdır. Öğretim programları, toplumun ihtiyaçları ve bireylerin yetenekleri doğrultusunda sürekli olarak güncellenmelidir. Sanat eğitimi, öğrencilere fikir üretme, yorum yapma, problem çözme ve değerlendirme gibi üst düzey düşünme becerilerini kazandırır. Aynı zamanda yaşama estetik yönden bakmayı, hayatı anlamlandırmayı ve farkındalığı artırmayı sağlar. Sanat eğitimi, kaliteli bir yaşam için fizyolojik ihtiyaçlar kadar önemlidir. Sanat eğitimine verilen önem, çağdaş bir toplumun ve kültürel zenginliğin korunmuş bir ülkenin oluşumunda kritik bir rol oynar. Bu araştırma, herhangi bir sanat akımından, bir sanat eserini beğenmek söz konusu olduğunda bireylerin bu eserlere bakarken ve bunları estetik bulurken neye dikkat ettiklerini ve beğenilerinin nedenlerini sorunsallaştırmaktadır. Araştırmada sanatın, genel öğretimin temeli olması gerektiğini savunan Platon’dan günümüze estetik beğeni konusunda önemli bir faktör olan sanat eğitimi esas alınarak öznel seçim ve estetik beğeniler esas alındığında sanat eğitimi alan ve almayan bireyler arasında anlamlı bir fark olup olmadığı, nedenleriyle birlikte incelenmektedir. Araştırmanın çalışma grubunu İstanbul ilinde öğrenim görmüş ya da görmekte olan lisans, yüksek lisans, doktora düzeyinde sanat eğitimi almış olan bireyler ile sanat eğitimi almamış, basit tesadüfi örnekleme yöntemiyle seçilen 16 ila 55 yaş arası bireyler olmak üzere toplamda 155 kişi oluşturmaktadır. Araştırma verilerinin toplanmasında Likert Anket Ölçeği kullanılmıştır, bu ölçekle öğrencilerin ve diğer bireylerin resme bakış açısındaki estetik farklılığın ortaya konması amaçlanmıştır. Ayrıca sanat eserlerini beğenme nedenlerini daha iyi anlayabilmek adına açık uçlu sorulardan yararlanılmıştır. Araştırma verilerinin analizinde SPSS-26 kullanılmıştır. Kişi ve yüzde dağılımı için frekans analizi, sorulara verilen yanıtların dağılımını incelemek için betimleyici istatistik, iki grubun medyan karşılaştırılmasında Mann Whitney U Testi, 3 veya daha fazla olan grupların medyan karşılaştırılmasında Kruskal Wallis H Testi analizlerde kullanılmıştır. Ölçek geneli Cronbach Alfa uygulanmış olup iç tutarlılık katsayısı 0,82 olarak hesaplanmıştır. Bunlara dayanarak verilerin analizinde sanat eğitimi alan bireyler ile almayan diğer bireyler arasında güçlü bir korelasyon olduğu ve anlamlı düzeyde farklılıkların olduğu bulgusuna ulaşılmıştır.
Hope is one of the most vital emotions in human life because if you believe that tomorrow will be better, you strive to persevere today. In this context, creating art is akin to having hope because both begin with the belief that something better is possible in the future. Those who lack hope for tomorrow cannot take action today, and those engaged in artistic activities today are simultaneously bearers of hope. Artists combine their hope with their creative processes, resulting in an artistic work. Artworks, in turn, can touch the hearts and minds of individuals who encounter them, offering new perspectives or rekindling hope for the future. Consequently, the act of creating art is, in a way, similar to the act of hoping, both sustaining people's belief in the possibility of something different in the future. Therefore, thinking of art as a means to express hope can help us better understand the power of art. In short, art is a conglomerate of purposeful actions that harbor hope, playing a critical role in the development of both individuals and society. Art education serves as a significant tool in advancing individuals and communities. The preservation of cultural heritage, taking care of the past, and passing it on to future generations are made possible through the contributions of art. The discipline of visual arts holds equal importance in educational programs as other subjects. Emotional gains, interests, attitudes, and motivations, which are more important than test scores, are achieved through art education. Visual arts education encourages students to be creative, productive, and produce original works. To successfully implement visual arts education, the necessary infrastructure and resources must be provided. Curriculum programs should be constantly updated based on the needs of society and the abilities of individuals. Art education equips students with advanced thinking skills such as idea generation, interpretation, problem-solving, and evaluation. It also promotes looking at life aesthetically, finding meaning in life, and increasing awareness. The importance given to art education plays a critical role in the formation of a contemporary society and the preservation of cultural richness. This research questions what individuals pay attention to and what reasons they have for their aesthetic preferences when looking at works of art, by focusing on the subjective choices and aesthetic preferences of individuals from Plato, who believes that art should be the foundation of general education, to contemporary times, taking into account the significant role of art education. The research aims to examine whether there is a significant difference between individuals who have received art education and those who have not, in terms of their subjective choices and aesthetic preferences, along with the reasons for these preferences. The study group of this research consists of a total of 155 individuals, including individuals who have received or are currently receiving art education at the undergraduate, graduate, and doctoral levels in Istanbul and individuals who have not received art education, selected through simple random sampling method, aged between 16 and 55. The Likert Scale Questionnaire was used to collect research data, aiming to reveal the aesthetic differences in the way students and other individuals perceive paintings. In addition, open-ended questions were used to better understand the reasons for liking works of art. The data analysis of the research was performed using SPSS-26 software. For the distribution of person and percentage, frequency analysis was used, descriptive statistics were used to examine the distribution of answers to questions, the Mann Whitney U Test was used to compare medians of two groups, and Kruskal Wallis H Test was used to compare medians of groups with 3 or more. Cronbach's Alpha was applied for scale reliability, and the internal consistency coefficient was calculated as 0.82 for the entire scale. Based on these findings, it was concluded that there is a strong correlation and significant differences between individuals who have received art education and those who have not.
Hope is one of the most vital emotions in human life because if you believe that tomorrow will be better, you strive to persevere today. In this context, creating art is akin to having hope because both begin with the belief that something better is possible in the future. Those who lack hope for tomorrow cannot take action today, and those engaged in artistic activities today are simultaneously bearers of hope. Artists combine their hope with their creative processes, resulting in an artistic work. Artworks, in turn, can touch the hearts and minds of individuals who encounter them, offering new perspectives or rekindling hope for the future. Consequently, the act of creating art is, in a way, similar to the act of hoping, both sustaining people's belief in the possibility of something different in the future. Therefore, thinking of art as a means to express hope can help us better understand the power of art. In short, art is a conglomerate of purposeful actions that harbor hope, playing a critical role in the development of both individuals and society. Art education serves as a significant tool in advancing individuals and communities. The preservation of cultural heritage, taking care of the past, and passing it on to future generations are made possible through the contributions of art. The discipline of visual arts holds equal importance in educational programs as other subjects. Emotional gains, interests, attitudes, and motivations, which are more important than test scores, are achieved through art education. Visual arts education encourages students to be creative, productive, and produce original works. To successfully implement visual arts education, the necessary infrastructure and resources must be provided. Curriculum programs should be constantly updated based on the needs of society and the abilities of individuals. Art education equips students with advanced thinking skills such as idea generation, interpretation, problem-solving, and evaluation. It also promotes looking at life aesthetically, finding meaning in life, and increasing awareness. The importance given to art education plays a critical role in the formation of a contemporary society and the preservation of cultural richness. This research questions what individuals pay attention to and what reasons they have for their aesthetic preferences when looking at works of art, by focusing on the subjective choices and aesthetic preferences of individuals from Plato, who believes that art should be the foundation of general education, to contemporary times, taking into account the significant role of art education. The research aims to examine whether there is a significant difference between individuals who have received art education and those who have not, in terms of their subjective choices and aesthetic preferences, along with the reasons for these preferences. The study group of this research consists of a total of 155 individuals, including individuals who have received or are currently receiving art education at the undergraduate, graduate, and doctoral levels in Istanbul and individuals who have not received art education, selected through simple random sampling method, aged between 16 and 55. The Likert Scale Questionnaire was used to collect research data, aiming to reveal the aesthetic differences in the way students and other individuals perceive paintings. In addition, open-ended questions were used to better understand the reasons for liking works of art. The data analysis of the research was performed using SPSS-26 software. For the distribution of person and percentage, frequency analysis was used, descriptive statistics were used to examine the distribution of answers to questions, the Mann Whitney U Test was used to compare medians of two groups, and Kruskal Wallis H Test was used to compare medians of groups with 3 or more. Cronbach's Alpha was applied for scale reliability, and the internal consistency coefficient was calculated as 0.82 for the entire scale. Based on these findings, it was concluded that there is a strong correlation and significant differences between individuals who have received art education and those who have not.