Publication: Görsel sanatlar dersinde ortaokul birinci sınıf öğrencilerinin beğeni duyuları ile ilgili nitel durum çalışması
Abstract
Araştırmamızda, görsel sanatlar dersinde ortaokul birinci sınıf öğrencilerinin, portre çalışmaları kullanılarak estetik beğeni duyularının geliştirilmesi amaçlı bir eğitim çalışması yapılması ve bu eğitim çalışmasının öğrencilere katkı düzeyinin değerlendirilmesi amaçlanmıştır. Araştırmada, çalışma grubu öğrencilerine sanat, estetik beğeni ve portre üzerine kapsamlı bir eğitim verilmiştir. Bu verilen eğitimin ne düzeyde verimli ve katkı sağlayıcı olduğunu tespit edebilmek için, eğitim alan çalışma grubu yanı sıra bir de konu anlatılmayan bir grup kullanılmıştır. Araştırmanın verimli bir şekilde gerçekleştirilebilmesi için, ortaokul birinci sınıf öğrencilerinin zihinsel ve ruhsal gelişim özellikleri detaylı olarak incelenmiştir. Ayrıca, araştırmamızda estetik beğeni ve portre konuları, bu konuların tarihçesi dahil etraflı şekilde ele alınmıştır. Gerçekleştirilen eğitim çalışmasında öğrencilere konu anlatımının yanı sıra, çeşitli ressamlardan seçilmiş olan 28 farklı portre/ oto-portre resmi öğrencilere görsel materyal desteği kullanılarak estetik beğeni açısından anlatılmıştır. Ayrıca hem çalışma hem de konu anlatılmayan gruplardaki öğrencilerden birer portre resim yapmaları istenmiştir. Buna ek olarak, iki öğrenci grubu da araştırma için tasarlanmış bir portre/ otoportre değerlendirme formu kullanılarak değerlendirilmiştir. Hem portre resim çalışmaları hem de formdan elde edilen beyanlar incelenmiş ve eğitim almanın estetik beğeni duyularının geliştirilmesine katkısı olup olmadığı tespit edilmiştir. Araştırmanın evrenini Uşak Borsa İstanbul Ortaokulu ortaokul birinci sınıf öğrencileri oluşturmuştur. Araştırmaya 36 öğrenci katılmıştır. Bu 36 öğrencinin 18 tanesi çalışma grubunu oluşturmuştur. Bu öğrencilere bir eğitim verilmiştir. Tüm öğrencilere estetik beğeni değerlendirme formu uygulanmıştır. Eğitim çalışması sonrasında tüm öğrencilere portre/ otoportre değerlendirme formu uygulanmış ve ayrıca tüm öğrencilerin bir portre resim yapmaları istenmiştir. Araştırmada nitel durum modeli kullanılmıştır. Elde edilen bulgulara göre, öğrencilere verilmiş olan eğitim öğrencilerin estetik beğeni algılamalarını belirgin şekilde geliştirmiştir. Bu çerçevede sanat ve estetik beğeni eğitiminin öğrencilere daha fazla katkı sağlayacak şekilde nasıl artırılabileceğine yönelik önerilerde bulunulmuştur.
In our research, it was aimed to conduct an educational study aimed at developing the aesthetic appreciation of first-year secondary school students in the visual arts course by using portrait works and to evaluate the contribution of this educational study to the students. In the research, the study group students were given comprehensive training on art, aesthetic appreciation and portraiture. In order to determine how efficient and contributing the training provided was, a study group that received training as well as a group that was not taught the subject was used. In order to carry out the research efficiently, the mental and spiritual development characteristics of first grade secondary school students were examined in detail. Additionally, in our research, aesthetic taste and portrait issues were discussed in detail, including the history of these subjects. In the training study, in addition to explaining the subject to the students, 28 different portrait/ self-portrait paintings selected from various painters were explained to the students in terms of aesthetic appreciation using visual material support. In addition, students in groups where both the study and the subject were not taught were asked to paint a portrait. In addition, both student groups were evaluated using a portrait/ self-portrait evaluation form designed for the research. Both the portrait painting works and the statements obtained from the form were examined and it was determined whether receiving education contributed to the development of aesthetic appreciation. The population of the research consisted of first grade students of Uşak Borsa Istanbul Secondary School. 36 students participated in the research. 18 of these 36 students formed the study group. These students were given an education. An aesthetic appreciation evaluation form was applied to all students. After the training, a portrait/ self-portrait evaluation form was applied to all students and all students were also asked to paint a portrait. Qualitative situation model was used in the research. According to the findings, the education given to the students significantly improved their perception of aesthetic appreciation. In this context, suggestions have been made on how art and aesthetic appreciation education can be increased in a way that will contribute more to students.
In our research, it was aimed to conduct an educational study aimed at developing the aesthetic appreciation of first-year secondary school students in the visual arts course by using portrait works and to evaluate the contribution of this educational study to the students. In the research, the study group students were given comprehensive training on art, aesthetic appreciation and portraiture. In order to determine how efficient and contributing the training provided was, a study group that received training as well as a group that was not taught the subject was used. In order to carry out the research efficiently, the mental and spiritual development characteristics of first grade secondary school students were examined in detail. Additionally, in our research, aesthetic taste and portrait issues were discussed in detail, including the history of these subjects. In the training study, in addition to explaining the subject to the students, 28 different portrait/ self-portrait paintings selected from various painters were explained to the students in terms of aesthetic appreciation using visual material support. In addition, students in groups where both the study and the subject were not taught were asked to paint a portrait. In addition, both student groups were evaluated using a portrait/ self-portrait evaluation form designed for the research. Both the portrait painting works and the statements obtained from the form were examined and it was determined whether receiving education contributed to the development of aesthetic appreciation. The population of the research consisted of first grade students of Uşak Borsa Istanbul Secondary School. 36 students participated in the research. 18 of these 36 students formed the study group. These students were given an education. An aesthetic appreciation evaluation form was applied to all students. After the training, a portrait/ self-portrait evaluation form was applied to all students and all students were also asked to paint a portrait. Qualitative situation model was used in the research. According to the findings, the education given to the students significantly improved their perception of aesthetic appreciation. In this context, suggestions have been made on how art and aesthetic appreciation education can be increased in a way that will contribute more to students.