Publication: 7. sınıf görsel sanatlar dersi öğrencilerine oran-orantı bilgisinin kazanrırılmasına perspektif uygulamalarının etkileri
Abstract
ÖNSÖZSanat, günümüzde yaşantımızın her alanına etki etmektedir. Öğrenilebilir niteliği ile eğitim sistemi içinde yerini almıştır. Okullarda görülen sanat eğitimindeki amaç öğrenciyi bir sanatçı olarak yetiştirmek değil, sanat kültürüne sahip bir birey olmasını sağlamaktır. Bu sayede öğrencinin farklı bakış açılarından bakarak. çevresine ve doğaya karşı farkındalık sahibi bir birey olmasına katkı sağlanabilir.Görsel Sanatlar Eğitiminin temel unsurlarından olan Perspektif ve Oran-orantı konularını öğrenilmesinin, öğrencinin planlı bir yol izlemesine ve doğru bir kompozisyon oluşturmasına kolaylık sağlayacağı hem de estetik ve özgün sanatsal çalışmalar oluşturmasına yardımcı olacak bir temel olacağı düşünülmektedir. Bu nedenle görsel sanatlar derslerinde önemle incelenmesi gereken bir konudur. Bu tez çalışması ile 7. Sınıf görsel sanatlar dersi öğrencilerine oran-orantı bilgisinin kazandırılmasına perspektif uygulamalarının etkileri ve önemi ortaya konulmaya çalışılmıştır. Bu bağlamda öğrenciler ile çeşitli uygulamalar gerçekleştirilerek değerlendirmeler yapılmıştır. Çalışmanın temel amacı, perspektif ve oran-orantı konularının öğrencilerin sanatsal çalışmalarında bir temel oluşturmasının yeri ve önemini ortaya koymaktır. Son olarak, tezim süresince bana destek olan aileme, tezimin hazırlanma sürecinde her türlü düşünsel ve manevi desteğini benden esirgemeyen danışman hocam Prof. Dr. Ümran Bulut’a teşekkürlerimi sunmayı borç bilirim. Dilara KozÖZETBu araştırmada, ortaöğretim 7. Sınıf görsel sanatlar dersi öğrencilerine oran-orantı bilgisinin kazandırılmasına perspektif uygulamalarının etkilerinin ölçülmesi amaçlanmıştır. Bu araştırma, karşılaştırılabilir işlemler uygulaması ve daha sonra etkilerinin incelenmesi bakımından nitel olup, deneysel bir araştırmadır. Gerçek deneme modellerinden öntest-sontest kontrol gruplu desen uygulanacaktır.1.Perspektif kuralları sadeleştirilmiş bir şekilde nasıl çözümlenebilir?2.Oran-orantı bilgisinin öğrenilmesinde perspektif kurallarının rolü nedir?3.Oran-orantı bilgisini öğrenmenin öğrencinin sanatsal çalışmalarına katkısı nedir?Araştırmanın çalışma grubunu , 2018-2019 öğretim dönemi bahar yarıyılı Bostancı Atatürk Ortaokulu’nun 7/ E ve 7/ F sınıfı öğrencileri oluşturmaktadır. Öğrencilerle yapılan uygulama çalışmasının yeterli derinliğe sahip olması açısından, çalışmanın alan yazın bölümünde, konu ile ilgili ayrıntılı araştırma yapılmış, başta perspektif nedir, oran-orantı nedir, ölçü alma yöntemleri nasıl uygulanır konuları ile ilgili çok yönlü bir bilgi dağarcığı oluşturulmuştur.Öğrenciler arasından 15 kişilik gönüllü grubu oluşturularak, veri toplamak amacıyla öntest- son test uygulaması yapılmıştır. İki sınıfa da öntest uygulaması olarak öğrencilere bir konu verilmiş ve bu konu ile ilgili herhangi bir bilgi verilmeden çizim yapmaları istenmiş ve bu şekilde bilgi düzeyleri ölçülmüştür. Sonrasında deney grubuna konu ayrıntılı bir şekilde, örnekler yardımı ile anlatılarak, konuyu pekiştirmeleri sağlanmıştır. En son aşamada ise her iki sınıfa da sontest uygulaması yapılmış ve veriler elde edilmiştir. Elde edilen veriler uzman görüşleri alınarak hazırlanan başarı değerlendirme testi kapsamında ayrıntılı analiz edilmiş ve sonuçlar değerlendirilmiştir. Araştırmada elde edilen bulgular şunlardır: Ortaöğretim 7. Sınıf görsel sanatlar dersi öğrencilerine oran-orantı bilgisinin kazandırılmasına perspektif uygulamalarının etkilerinin ölçülmesi amaçlandığı bu çalışma; çocukların, çizim aşamasında yaşadığı zorlukları aşmalarına yardımcı olduğu görülmüştür. Çizmek istedikleri nesneyi veya hayal ettikleri konuyu, kağıda aktarmada ilerleme sağlamakla kalmamış, önceki resimlerine oranla çok daha bilinçli bir çalışma yapmışlardır Ayrıca çizilen nesnelerin oranlarının ders anlatımı sonrasında daha doğru olduğu görülmüştür. Ayrıca bu araştırma ile Görsel Sanatlar Dersi’nde perspektif ve oran konularının hangi materyaller ile sunulduğunda daha faydalı olabileceği anlaşılmıştır. Araştırma sonucunda bu araştırmanın, öğrencilerin resim çalışmalarına katkı sağladığı saptanmıştır. Perspektif, Görsel Sanatlar Eğitimi, Sanat, Oran-orantı, Ölçü Alma Yöntemi, İÇİNDEKİLERONAY...............................................................................................................................ıÖZGEÇMİŞ....................................................................................................................ııÖNSÖZ……………………………………………………………………...…………ıııÖZET...............................................................................................................................ıvABSTRACT........................................ ............................................................................vİÇİNDEKİLER...............................................................................................................vıRESİMLER LİSTESİ...................................................................................................vııKISALTMA VE SEMBOLLER…….........................................................................vıııBÖLÜM I: GİRİŞ..........................................................................................................11.1.Problem Durumu .................................................................................................11.1.1. Problem Cümlesi………………………………………………………………….21.2. Amaç………………………………………………………………………….........1.3. Önem………………………………………………………………………………..1.4. Sınırlılıklar………………………………………………………………………….1.5. Sayıltılar ………………………………………………………………………..…..BÖLÜM II: ALAN YAZIN2.1. Sanat ve Görsel Sanatlar Eğitimi…………………………………………………. 2.1.1. Sanat nedir?................................................................................................... 2.1.2. Görsel Sanatlar ve Önemi…………………………………………………. 2.1.3. Görsel Sanatlar Dersi Müfredat Programında Perspektif Konusunun Yeri…………………………………………………………………………………… 2.1.4. 7. Sınıf Öğrencilerinin Sanatsal Gelişimi………………………………2.2. Perspektif Bilgisi………………………………………………………………… 2.2.1. Perspektif Nedir………………………………………………………….. 2.2.2. Perspektifin Temel Unsurları…………………………………………….. 2.2.2.1. Bakış Noktası…………………………………………………... 2.2.2.2. Resim Düzlemi…………………………………………………. 2.2.2.3. Ufuk Çizgisi …………………………………………………... 2.2.2.4. Kaçma Noktası…………………………………………………. 2.2.3. Rakursi Nedir?........................................................................................... 2.2.4. Perspektif Kurallarına Uygun Çizimlerde Dikkat Edilecek Noktalar…… 2.3. Oran-Orantı Bilgisi……………………………………………………………… 2.3.1. Ölçü Alma Yöntemleri…………………………………………………… 2.3.2.Mekan Çiziminde Perspektif Kullanımı …………………………………. 2.3.3. Nesne Çiziminde Oran-Orantı Bilgisinin Perspektif Kurallara Göre Uygulanışı……………………………………………………………………………… BÖLÜM III: YÖNTEM3.1. Araştırma Modeli………………………………………………………………....3.2. Evren Ve Örneklem………………………………………………………………3.3. Veri Toplama Araçları……………………………………………………………3.4. Verilerin Toplanması……………………………………………………………..3.5. Verilerin Analizi………………………………………………………………….BÖLÜM IV: BULGULAR VE YORUM4.1. Bulgular Ve Yorum………………………………………………………………BÖLÜM V: SONUÇ VE ÖNERİLER5.1. Yargı……………………………………………………………………………..5.2. Tartışma………………………………………………………………………….5.3. Öneriler…………………………………………………………………………..KAYNAKLAR………………………………………………………………………EKLER………………………………………………………………………………
ABSTRACTIn this research, it is aimed to measure the effects of perspective applications to gain the ratio-proportion knowledge to 7th grade visual arts students. This research is qualitative in terms of the application of comparable procedures and the subsequent analysis of its effects. The pretest-posttest control group pattern will be applied from the real trial models.1. How can the perspective rules be solved in a simplified way?2. What is the role of perspective rules in learning proportion-proportion information?3. What is the contribution of learning the ratio-proportion knowledge to the student's artistic work?The study group of the study consisted of 2018-2019 academic year, spring semester of Bostancı Atatürk Secondary School 7 / E and 7 / F students. In order to have a sufficient depth of the application work with the students, detailed research has been done on the subject in the literature section of the study, what is the perspective, what is the ratio-ratio, and how a method of measurement methods are applied. A volunteer group of 15 students was formed and pre-test and post-test were applied to collect data. A subject was given to the students as a pretest application and information levels were measured without giving any information about this subject. Afterwards, the subject of the experimental group was explained in detail with the help of the examples. In the last stage, the posttest was applied in both classes and the data were obtained. The data obtained were analyzed in detail within the scope of the achievement evaluation test prepared by taking expert opinions and the results were evaluated.Findings obtained in this study are as follows:The aim of this study is to measure the effects of perspective applications on the ratio of ratio-ratio knowledge to 7th grade visual arts students. It has been seen that children help them to overcome the difficulties in the drawing stage. Not only did they make progress in transferring the object or imagination they wanted to draw on paper, but also made a more conscious study than their previous paintings.In addition, it is understood that perspective and ratio subjects can be more useful in the presentation of visual materials with this research. As a result of the study, it was determined that this research contributed to the students' painting studies.Key Words: Perspective, Visual Arts Education, Art, Ratio-proportion, Measurement Method,ABSTRACTIn this research, it is aimed to measure the effects of perspective applications to gain the ratio-proportion knowledge to 7th grade visual arts students. This research is qualitative in terms of the application of comparable procedures and the subsequent analysis of its effects. The pretest-posttest control group pattern will be applied from the real trial models.1. How can the perspective rules be solved in a simplified way?2. What is the role of perspective rules in learning proportion-proportion information?3. What is the contribution of learning the ratio-proportion knowledge to the student's artistic work?The study group of the study consisted of 2018-2019 academic year, spring semester of Bostancı Atatürk Secondary School 7 / E and 7 / F students. In order to have a sufficient depth of the application work with the students, detailed research has been done on the subject in the literature section of the study, what is the perspective, what is the ratio-ratio, and how a method of measurement methods are applied. A volunteer group of 15 students was formed and pre-test and post-test were applied to collect data. A subject was given to the students as a pretest application and information levels were measured without giving any information about this subject. Afterwards, the subject of the experimental group was explained in detail with the help of the examples. In the last stage, the posttest was applied in both classes and the data were obtained. The data obtained were analyzed in detail within the scope of the achievement evaluation test prepared by taking expert opinions and the results were evaluated.Findings obtained in this study are as follows:The aim of this study is to measure the effects of perspective applications on the ratio of ratio-ratio knowledge to 7th grade visual arts students. It has been seen that children help them to overcome the difficulties in the drawing stage. Not only did they make progress in transferring the object or imagination they wanted to draw on paper, but also made a more conscious study than their previous paintings.In addition, it is understood that perspective and ratio subjects can be more useful in the presentation of visual materials with this research. As a result of the study, it was determined that this research contributed to the students' painting studies.Key Words: Perspective, Visual Arts Education, Art, Ratio-proportion, Measurement Method,
ABSTRACTIn this research, it is aimed to measure the effects of perspective applications to gain the ratio-proportion knowledge to 7th grade visual arts students. This research is qualitative in terms of the application of comparable procedures and the subsequent analysis of its effects. The pretest-posttest control group pattern will be applied from the real trial models.1. How can the perspective rules be solved in a simplified way?2. What is the role of perspective rules in learning proportion-proportion information?3. What is the contribution of learning the ratio-proportion knowledge to the student's artistic work?The study group of the study consisted of 2018-2019 academic year, spring semester of Bostancı Atatürk Secondary School 7 / E and 7 / F students. In order to have a sufficient depth of the application work with the students, detailed research has been done on the subject in the literature section of the study, what is the perspective, what is the ratio-ratio, and how a method of measurement methods are applied. A volunteer group of 15 students was formed and pre-test and post-test were applied to collect data. A subject was given to the students as a pretest application and information levels were measured without giving any information about this subject. Afterwards, the subject of the experimental group was explained in detail with the help of the examples. In the last stage, the posttest was applied in both classes and the data were obtained. The data obtained were analyzed in detail within the scope of the achievement evaluation test prepared by taking expert opinions and the results were evaluated.Findings obtained in this study are as follows:The aim of this study is to measure the effects of perspective applications on the ratio of ratio-ratio knowledge to 7th grade visual arts students. It has been seen that children help them to overcome the difficulties in the drawing stage. Not only did they make progress in transferring the object or imagination they wanted to draw on paper, but also made a more conscious study than their previous paintings.In addition, it is understood that perspective and ratio subjects can be more useful in the presentation of visual materials with this research. As a result of the study, it was determined that this research contributed to the students' painting studies.Key Words: Perspective, Visual Arts Education, Art, Ratio-proportion, Measurement Method,ABSTRACTIn this research, it is aimed to measure the effects of perspective applications to gain the ratio-proportion knowledge to 7th grade visual arts students. This research is qualitative in terms of the application of comparable procedures and the subsequent analysis of its effects. The pretest-posttest control group pattern will be applied from the real trial models.1. How can the perspective rules be solved in a simplified way?2. What is the role of perspective rules in learning proportion-proportion information?3. What is the contribution of learning the ratio-proportion knowledge to the student's artistic work?The study group of the study consisted of 2018-2019 academic year, spring semester of Bostancı Atatürk Secondary School 7 / E and 7 / F students. In order to have a sufficient depth of the application work with the students, detailed research has been done on the subject in the literature section of the study, what is the perspective, what is the ratio-ratio, and how a method of measurement methods are applied. A volunteer group of 15 students was formed and pre-test and post-test were applied to collect data. A subject was given to the students as a pretest application and information levels were measured without giving any information about this subject. Afterwards, the subject of the experimental group was explained in detail with the help of the examples. In the last stage, the posttest was applied in both classes and the data were obtained. The data obtained were analyzed in detail within the scope of the achievement evaluation test prepared by taking expert opinions and the results were evaluated.Findings obtained in this study are as follows:The aim of this study is to measure the effects of perspective applications on the ratio of ratio-ratio knowledge to 7th grade visual arts students. It has been seen that children help them to overcome the difficulties in the drawing stage. Not only did they make progress in transferring the object or imagination they wanted to draw on paper, but also made a more conscious study than their previous paintings.In addition, it is understood that perspective and ratio subjects can be more useful in the presentation of visual materials with this research. As a result of the study, it was determined that this research contributed to the students' painting studies.Key Words: Perspective, Visual Arts Education, Art, Ratio-proportion, Measurement Method,