Publication: Çokkültürlülüğün orta öğretim öğrencilerinin sanat eğitimindeki yaratım alanına etkileri
Abstract
ÖZETBu araştırma, sanat eğitimi alan öğrencilerin çok kültürlü konulara ilişkin farkındalıklarını, tutumlarını ve uygulama süreçlerini incelemektedir. Araştırmada, çokkültürlülük kavramı incelenerek, çokkültürlülüğün sanat eğitimine olan katkıları araştırılmıştır. Çalışma, öncelikle çok kültürlülük kavramının tarihi sürecini ve farklı kültürlerin sanata olan yansımalarını geniş bir perspektiften değerlendirmektedir. Tarihten sanatçıların biyografileri incelenerek farklı kültür deneyimlerinin üsluplarına etkileri araştırılmış ve bu sonuçlar referans alınarak; günümüz sanat eğitiminde de kültürel çeşitliliğin sanat eğitimine katkıları, gönüllü katılımcılarla gerçekleştirilen örnek bir uygulamayla araştırılmıştır. Bu çalışmada ortaöğretim öğrencilerinin, farklı kültürel değerlerin de dâhil edildiği daha kapsayıcı bir programla sanat eğitimi almaları durumunda öğrencilerde gözlemlenebilecek farkındalık durumlarının ve bu kapsayıcı çokkültürlü merkezli sanat eğitimi programının, öğrencilerin yaratım alanlarına katkılarının araştırılması amaçlanmıştır.Bu araştırmanın uygulama süreci, İstanbul İl Milli Eğitim Müdürlüğü’nün belirlediği, Milli Eğitim Bakanlığı’na bağlı bir ortaöğretim kurumunda (lisede) öğrenim gören gönüllü 23 öğrencinin katılımıyla gerçekleştirilmiştir. Uygulama basamağında farklı ülke ve kültürlerden bir araya gelen katılımcılarla, küçük gruplar halinde örnek sanat dersleri deneyimlenmiştir. Gerçekleştirilen sanatsal uygulama sonrasında öğrencilerin, çokkültürlülük ve çokkültürlü sanat eğitimi hakkındaki genel farkındalık düzeyleri, on maddelik anket uygulanarak elde edilen verilerle analiz edilmiştir. Anket sonrasında, rastgele seçilen beş öğrenciyle yarı yapılandırılmış görüşme gerçekleştirilerek, araştırma ile ilgili daha derinlemesine bilgilere ulaşılmıştır. Araştırma, nitel araştırma desenlerinden biri olan olgu bilimine göre desenlemiştir. Araştırma verilerinin elde edilmesinde veri toplama araçları olan anket, yarı yapılandırılmış görüşme, gözlem ve doküman incelemesi yöntemleri kullanılmıştır. Bu kapsamda veriler, anket ve yarı yapılandırılmış görüşme formu ile toplanmıştır. Verilerin analizinde nitel veri analiz yöntemlerinden içerik analizi kullanılmıştır.Analiz sonuçlarından elde edilen bulgulara göre; katılımcıların çoğunluğunun çokkültürlülük konusunda yüksek düzeyde farkındalığa sahip olduğu görülmüştür. Katılımcıların, sanat uygulamalarında çok kültürlü konuları uygulamaya yönelik genel tutumları da incelenmiş, ankete katılanların çoğunun çok kültürlü meseleleri uygulamaya yönelik olumlu tutuma sahip olduğu görülmüştür.Uygulama sürecinde öğrencilerin düşünme becerilerini kullandıkları, sürece aktif katılım gösterdikleri ve anlama becerileri düzeyinde kazanımlara ulaştıkları görülmüştür. Bununla birlikte uygulama sürecinin öğrencilere “farklı derslerdeki başarının artması, farkındalık ve çabanın artışı, sorumluluk kazanımı, iletişim becerisinin ve yaratıcılığın gelişimi” gibi alanlarda bireysel katkılar sağladığı gözlemlenmiştir.Sonuç olarak; gerçekleştirilen araştırmanın, farklı kültürleri merkeze alan sanat dersine yönelik gereksinimleri büyük ölçüde karşıladığı, öğrencilerin düşsel yaratım alanlarına geniş bir perspektif kazandırdığı, öğrencilere bireysel ve sanatsal anlamda katkı sağladığı ve uygulanabilir olduğu görülmüştür.İÇİNDEKİLERONAYiETİK BEYANii ÖZGEÇMİŞiiiÖNSÖZivÖZETvABSTRACTviİÇİNDEKİLERviiKISALTMALAR VE SEMBOLLER LİSTESİviiiTABLOLAR LİSTESİixŞEKİLLER LİSTESİxGRAFİKLER LİSTESİxiRESİMLER LİSTESİxii BÖLÜM I: GİRİŞ1 1.1. Problem Durumu4 1.2. Araştırmanın Amacı5 1.3. Araştırmanın Önemi6 1.4. Araştırmanın Sınırlılıkları7 1.5. Araştırmanın Varsayımları8 1.6. Araştırma Tanımları ve Kısaltmalar8BÖLÜM II: İLGİLİ ARAŞTIRMALAR / ALAN YAZIN10 2.1. Kavram olarak Kültür102.2. Kavram olarak Çokkültürlülük112.3. Çokkültürlülük ve Eğitim142.3.1. Çokkültürlü sanat eğitimi162.5. Türkiye’de çokkültürlülük212.5.1. Türkiye’de çokkültürlü sanat eğitimi uygulamaları44BÖLÜM III: YÖNTEM243.1. Araştırma Modeli243.2. Evren ve örneklem / Çalışma Grubu24 3.3. Veri Toplama Araçları253.3.1. Gözlem Tekniği253.3.2. Anket Tekniği273.3.3. Doküman İncelemesi Tekniği283.3.4. Yarı Yapılandırılmış Görüşme293.4. Verilerin Toplanması31 3.5. Verilerin Analizi323.6. Çalışma Ortamı333.7. Araştırmanın uygulama süreci333.8.. Öğretim yöntem ve teknikleri343.8.1. Beyin fırtınası tekniği343.8.2. Küçük Grupla Öğretim Tekniği (Small-Group Teaching)353.8.3. İstasyon Tekniği353.8.4. İşbirliğine Dayalı Öğretim Tekniklerine İlişkin Bazı Araştırma Sonuçları363.9. Çokkültürlü sanat eğitimi uygulamasının hazırlık süreci373.10. Çokkültürlü sanat dersi uygulama aşamaları37BÖLÜM IV: BULGULAR40 4.1. Gözlem süreci ve dokümanların değerlendirmesi404.1.1. Birinci grup etkinliği414.1.2. İkinci grup etkinliği424.1.3. Üçüncü grup etkinliği444.1.4. Dördüncü grup etkinliği464.1.5. Beşinci grup etkinliği484.2. Anket verilerinin değerlendirilmesi504.3. Yarı yapılandırılmış görüşme sonuçları ve değerlendirilmesi44BÖLÜM V: SONUÇ, TARTIŞMA VE ÖNERİLER74 5.1. Sonuç875.2.Tartışma895.3. Öneriler925.3.1. Araştırmaya Yönelik Öneriler925.3.2. Uygulamaya yönelik öneriler935.3.3. Uygulamaya yönelik etkiler935.3.4. Bilimsel/ Akademik etkiler93KAYNAKLAR95EKLER99 Ek-1. Öğrenci Çalışmaları100Ek-2. Anket103Ek-3. Yarı yapılandırılmış görüşme formu104Ek-5. İzinler105KISALTMA VE SEMBOLLER ABD : Amerika Birleşik Devletleri ÇASEY : Çok Alanlı Sanat Eğitimi Yöntemi MEB: Milli Eğitim Bakanlığı TABLOLAR LİSTESİ Tablo 1: Onay oranına göre 15 uluslararası öğrenci ile yapılan örnek görsel sanatlar dersi uygulama anketi51Tablo 2: Onay oranına göre 8 Türk öğrenci ile yapılan örnek görsel sanatlar dersi uygulama anketi53Tablo 3: Onay oranına göre farklı kültürlerden 23 öğrencinin örnek görsel sanatlar dersi uygulama anketi55Tablo 4: yüzdelik dilime göre farklı kültürlerden 23 öğrencinin örnek görsel sanatlar dersi uygulama anketi58ŞEKİLLER LİSTESİŞekil 1: Çokkültürlü sanat eğitimi dersi uygulama aşamaları35Şekil 2: Çokkültürlülük kavramına ilişkin görüşler70Şekil 3: Çokkültürlü sanat eğitimi kavramına ilişkin görüşler63Şekil 4: Sanat dersinde farklı kültürlerin tanınmasına ilişkin görüşler75Şekil 5: Farklı kültürlerin sanat dersindeki katkısına ilişkin görüşler77Şekil 6: Farklı kültürlerin hayal gücüne katkısına ilişkin görüşler79Şekil 7: Çokkültürlü eğitimde karşılıklı iletişim, anlayış, saygının gelişimine ilişkin görüşler81Şekil 8: Çokkültürlü sanat eğitimi dersinin diğer derslerde de uygulanmasına ilişkin görüşler83Şekil 9: Farklı ülkelerden arkadaş gurubunun ders başarısına katkısıyla ilgili görüşler85GRAFİKLER LİSTESİGrafik 1: Onay oranına göre 15 uluslararası öğrenci ile yapılan örnek görsel sanatlar dersi uygulama anketinin grafiği51Grafik 2: Onay oranına göre 8 Türk öğrenci ile yapılan örnek görsel sanatlar dersi uygulama anketinin grafiği53Grafik 3: Onay oranına göre farklı kültürlerden 23 öğrencilerin örnek görsel sanatlar dersi Uygulama anketinin grafiği56Grafik 4: Yüzdelik dilime göre farklı kültürlerden öğrencilerin örnek görsel sanatlar dersi59Grafik 5: “Kesin katılıyorum” tercihi yapan katılımcıların uygulama anketinin grafiği60Grafik 6: “Katılıyorum” tercihi yapan katılımcıların uygulama anketinin grafiği61Grafik 7: “Kısmen katılıyorum” tercihi yapan katılımcıların uygulama anketinin grafiği62Grafik 8: “Katılmıyorum” tercihi yapan katılımcıların uygulama anketinin grafiği63Grafik 9: Çokkültürlü sanat dersine yönelik yapılan ankette Gambiyalı katılımcının tercihleri64Grafik 10: Çokkültürlü sanat dersine yönelik yapılan ankette Liberyalı katılımcının tercihleri65Grafik 11: Çokkültürlü sanat dersine yönelik yapılan ankette Endonezyalı katılımcının tercihleri65Grafik 12: Çokkültürlü sanat dersine yönelik yapılan ankette Kamboçyalı katılımcının tercihleri65Grafik 13: Çokkültürlü sanat dersine yönelik yapılan ankette Bangladeşli katılımcının tercihleri66Grafik 14: Çokkültürlü sanat dersine yönelik yapılan ankette Pakistanlı katılımcını tercihleri66Grafik 15: Çokkültürlü sanat dersine yönelik yapılan ankette Arnavut katılımcının tercihleri67Grafik 16: Çokkültürlü sanat dersine yönelik yapılan ankette Mısırlı katılımcının tercihleri67Grafik 17: Çokkültürlü sanat dersine yönelik yapılan ankette Azerbaycanlı katılımcının tercihleri68Grafik 18: Çokkültürlü sanat dersine yönelik yapılan ankette Tanzanyalı katılımcının tercihleri68Grafik 19: Çokkültürlü sanat dersine yönelik yapılan ankette Tacikistanlı katılımcının tercihleri69Grafik 20: Çokkültürlü sanat dersine yönelik yapılan ankette Kırgızistanlı katılımcının tercihleri69Grafik 21: Çokkültürlü sanat dersine yönelik yapılan ankette Nepalli katılımcının tercihleri70Grafik 17: Çokkültürlü sanat dersine yönelik yapılan ankette Kazakistanlı katılımcının tercihleri70RESİMLER LİSTESİResim 1: Paul-Gauguin-Autumn-Landscape-187718 Resim 2: Paul-Gauguin-The-Embroiderer-or-Mette-Gauguin-1878 eşinin oto portresi19 Resim 3: Vase With Flowers On The Window, 188120Resim 4: Paul Gauguin-yağlı boya tablo- “Nereden Geliyoruz? Biz Neyiz? Nereye Gidiyoruz?” 1897-189820Resim 5: Birinci Grup (Bangladeş, Kazakistan, Pakistan, Türkiye) çalışması41Resim 6: İkinci Grup (Arnavutluk, Tacikistan, Kamboçya, Türkiye) çalışması43Resim 7: Üçüncü Grup (Tanzanya, Kırgızistan, Gambiya, Türkiye) çalışması45Resim 8: Dördüncü Grup (Nepal, Liberya, Endonezya, Türkiye) çalışması47Resim 9: Beşinci Grup (Endonezya, Sudan, Mısır, Türkiye) çalışması49Resim 10: Grup çalışmaları-199Resim 11: Grup çalışmaları-299Resim 12: Grup çalışmaları-399Resim 13: Grup çalışmaları-499Resim 14: Grup çalışmaları-599Resim 15: Grup çalışmaları-699Resim 16: Grup çalışmaları-799
ABSTRACTThis research examines the awareness, attitudes and application processes of art education students towards multicultural issues. In the study, the concept of multiculturalism was examined and the contributions of multiculturalism to art education were investigated. The study primarily evaluates the historical process of the concept of multiculturalism and the reflections of different cultures on art from a broad perspective. By examining the biographies of artists from the history, the effects of different cultural experiences on their styles were investigated and by taking these results as reference; In today's art education, the contribution of cultural diversity to art education has been researched with a sample application carried out with volunteer participants.In this study, it is aimed to investigate the state of awareness that can be observed in secondary school students if they receive art education with a more inclusive program that includes different cultural values, and the contributions of this inclusive multicultural centered art education program to students' creativity.The implementation process of this research was carried out with the participation of 23 volunteer students studying in a secondary education institution (high school) affiliated to the Ministry of National Education, determined by the Istanbul Provincial Directorate of National Education.In the application stage, exemplary art lessons were experienced in small groups with participants from different countries and cultures. After the artistic practice, the students' general awareness levels about multiculturalism and multicultural art education were analyzed with the data obtained by applying a ten-item questionnaire. After the survey, semi-structured interviews were conducted with five randomly selected students, and more in-depth information about the research was obtained.The research was designed according to phenomenology, which is one of the qualitative research designs. Questionnaire, semi-structured interview, observation and document review methods, which are data collection tools, were used to obtain the research data. In this context, data were collected with a questionnaire and semi-structured interview form. Content analysis, one of the qualitative data analysis methods, was used in the analysis of the data.According to the findings obtained from the analysis results; It was seen that the majority of the participants had a high level of awareness about multiculturalism.The general attitudes of the participants towards applying multicultural issues in art practices were also examined, and it was seen that most of the respondents had a positive attitude towards practicing multicultural issues.During the application process, it was observed that the students used their thinking skills, actively participated in the process, and achieved gains in comprehension skills. In addition, it has been observed that the application process provides individual contributions to the students in areas such as increasing success in different courses, increasing awareness and effort, gaining responsibility, development of communication skills and creativity.As a result; It has been seen that the research carried out largely meets the needs of the art course centered on different cultures, gives a wide perspective to the students' fields of imagination, contributes to the students individually and artistically, and is applicable.Multiculturalism, multicultural art education, multicultural awareness, attitude towards diversity, creativityABSTRACTThis research examines the awareness, attitudes and application processes of art education students towards multicultural issues. In the study, the concept of multiculturalism was examined and the contributions of multiculturalism to art education were investigated. The study primarily evaluates the historical process of the concept of multiculturalism and the reflections of different cultures on art from a broad perspective. By examining the biographies of artists from the history, the effects of different cultural experiences on their styles were investigated and by taking these results as reference; In today's art education, the contribution of cultural diversity to art education has been researched with a sample application carried out with volunteer participants.In this study, it is aimed to investigate the state of awareness that can be observed in secondary school students if they receive art education with a more inclusive program that includes different cultural values, and the contributions of this inclusive multicultural centered art education program to students' creativity.The implementation process of this research was carried out with the participation of 23 volunteer students studying in a secondary education institution (high school) affiliated to the Ministry of National Education, determined by the Istanbul Provincial Directorate of National Education.In the application stage, exemplary art lessons were experienced in small groups with participants from different countries and cultures. After the artistic practice, the students' general awareness levels about multiculturalism and multicultural art education were analyzed with the data obtained by applying a ten-item questionnaire. After the survey, semi-structured interviews were conducted with five randomly selected students, and more in-depth information about the research was obtained.The research was designed according to phenomenology, which is one of the qualitative research designs. Questionnaire, semi-structured interview, observation and document review methods, which are data collection tools, were used to obtain the research data. In this context, data were collected with a questionnaire and semi-structured interview form. Content analysis, one of the qualitative data analysis methods, was used in the analysis of the data.According to the findings obtained from the analysis results; It was seen that the majority of the participants had a high level of awareness about multiculturalism.The general attitudes of the participants towards applying multicultural issues in art practices were also examined, and it was seen that most of the respondents had a positive attitude towards practicing multicultural issues.During the application process, it was observed that the students used their thinking skills, actively participated in the process, and achieved gains in comprehension skills. In addition, it has been observed that the application process provides individual contributions to the students in areas such as increasing success in different courses, increasing awareness and effort, gaining responsibility, development of communication skills and creativity.As a result; It has been seen that the research carried out largely meets the needs of the art course centered on different cultures, gives a wide perspective to the students' fields of imagination, contributes to the students individually and artistically, and is applicable.ABSTRACTThis research examines the awareness, attitudes and application processes of art education students towards multicultural issues. In the study, the concept of multiculturalism was examined and the contributions of multiculturalism to art education were investigated. The study primarily evaluates the historical process of the concept of multiculturalism and the reflections of different cultures on art from a broad perspective. By examining the biographies of artists from the history, the effects of different cultural experiences on their styles were investigated and by taking these results as reference; In today's art education, the contribution of cultural diversity to art education has been researched with a sample application carried out with volunteer participants.In this study, it is aimed to investigate the state of awareness that can be observed in secondary school students if they receive art education with a more inclusive program that includes different cultural values, and the contributions of this inclusive multicultural centered art education program to students' creativity.The implementation process of this research was carried out with the participation of 23 volunteer students studying in a secondary education institution (high school) affiliated to the Ministry of National Education, determined by the Istanbul Provincial Directorate of National Education.In the application stage, exemplary art lessons were experienced in small groups with participants from different countries and cultures. After the artistic practice, the students' general awareness levels about multiculturalism and multicultural art education were analyzed with the data obtained by applying a ten-item questionnaire. After the survey, semi-structured interviews were conducted with five randomly selected students, and more in-depth information about the research was obtained.The research was designed according to phenomenology, which is one of the qualitative research designs. Questionnaire, semi-structured interview, observation and document review methods, which are data collection tools, were used to obtain the research data. In this context, data were collected with a questionnaire and semi-structured interview form. Content analysis, one of the qualitative data analysis methods, was used in the analysis of the data.According to the findings obtained from the analysis results; It was seen that the majority of the participants had a high level of awareness about multiculturalism.The general attitudes of the participants towards applying multicultural issues in art practices were also examined, and it was seen that most of the respondents had a positive attitude towards practicing multicultural issues.During the application process, it was observed that the students used their thinking skills, actively participated in the process, and achieved gains in comprehension skills. In addition, it has been observed that the application process provides individual contributions to the students in areas such as increasing success in different courses, increasing awareness and effort, gaining responsibility, development of communication skills and creativity.As a result; It has been seen that the research carried out largely meets the needs of the art course centered on different cultures, gives a wide perspective to the students' fields of imagination, contributes to the students individually and artistically, and is applicable.Multiculturalism, multicultural art education, multicultural awareness, attitude towards diversity, creativityCONTENTSAPPROVALETHICAL STATEMENT iiCV iiiFOREWORD ivSUMMARY vABSTRACT viCONTENTS viiLIST OF ABBREVIATIONS AND SYMBOLS viiiLIST OF TABLES ixLIST OF FIGURES xLIST OF GRAPHS xiLIST OF PICTURES xiiCHAPTER I: INTRODUCTION 11.1. Problem State 41.2. Purpose of the Research 5 1.3. Importance of Research 6 1.4. Limitations of the Study 7 1.5. Assumptions of the Research 8 1.6. Research Definitions and Abbreviations 8SECTION II: RELATED RESEARCH / FIELD ARTICLE 102.1. Culture as a Concept 102.2. Multiculturalism as a Concept 112.3. Multiculturalism and Education 142.3.1. Multicultural arts education 162.5. Multiculturalism in Turkey 212.5.1. Multicultural art education practices in Turkey 44CHAPTER III: METHOD 243.1. Research Model 243.2. Population and sample / Working Group 24 3.3. Data Collection Tools 253.3.1. Observation Technique 253.3.2. Survey Technique 273.3.3. Document Review Technique 283.3.4. Semi-Structured Interview 293.4. Data Collection 313.5. Analysis of Data 323.6. Working Environment 333.7. Application process of the research 333.8. Teaching methods and techniques 343.8.1. Brainstorming technique 343.8.2. Small-Group Teaching Technique 353.8.3. Station Technique 353.8.4. Some Research Results on Cooperative Instructional Techniques 363.9. Preparation process of multicultural art education application 373.10. Application stages of multicultural art lesson 37CHAPTER IV: FINDINGS 404.1. Observation process and evaluation of documents 404.1.1. First group activity 414.1.2. Second group activity 424.1.3. Third group activity 444.1.4. Fourth group activity 464.1.5. Fifth group activity 484.2. Evaluation of survey data 504.3. Semi-structured interview results and evaluation 44CHAPTER V: CONCLUSION, DISCUSSION AND RECOMMENDATIONS 745.1. Result 875.2.Discussion 895.3. Recommendations 925.3.1. Recommendations for Research 925.3.2. Recommendations for practice 935.3.3. Practical effects 935.3.4. Scientific/ Academic influences 93RESOURCES 95APPENDIX 99Annex 1. Student Studies 100Annex-2. Survey 103Annex-3. Semi-structured interview form 104Annex-5. Permissions 105ABBREVIATIONS AND SYMBOLSUSA : United StatesÇASEY : Multi-Field Art Education MethodMEB : Ministry of National EducationLIST OF TABLESTable 1: Sample visual arts lesson application questionnaire with 15 international students according to approval rate 51Table 2: Sample visual arts lesson application questionnaire with 8 Turkish students according to approval rate 53Table 3: Sample visual arts lesson application questionnaire of 23 students from different cultures according to approval rate 55Table 4: Sample visual arts lesson application questionnaire of 23 students from different cultures according to percentile 58LIST OF FIGURESFigure 1: Application stages of multicultural art education course 35Figure 2: Views on the concept of multiculturalism 70Figure 3: Views on the concept of multicultural art education 63Figure 4: Views on the recognition of different cultures in the art class 75Figure 5: Views on the contribution of different cultures in the art lesson 77Figure 6: Views on the contribution of different cultures to imagination 79Figure 7: Views on the development of mutual communication, understanding and respect in multicultural education 81Figure 8: Opinions on the application of the multicultural art education course in other courses 83Figure 9: Opinions on the contribution of the group of friends from different countries to the success of the course 85LIST OF GRAPHSGraph 1: Graph of the sample visual arts lesson application questionnaire with 15 international students according to the approval rate 51Graph 2: Graph of the sample visual arts lesson application questionnaire with 8 Turkish students according to the approval rate 53Graphic 3: Sample visual arts lesson of 23 students from different cultures according to approval rateGraph of the application survey 56Graphic 4: Sample visual arts lesson of students from different cultures according to percentileGraph 5: Graph of the application questionnaire of the participants who chose “I strongly agree” 60Graph 6: Graph of the application questionnaire of the participants who chose “I agree” 61Graph 7: Graph of the application questionnaire of the participants who chose “I partially agree” 62Graph 8: Graph of the application questionnaire of the participants who chose “I do not agree” 63Graphic 9: The preferences of the Gambian participant in the survey conducted for the multicultural art course 64Graph 10: Liberian participant's preferences in the survey conducted for the multicultural art course 65Graph 11: Indonesian participant's preferences in the survey conducted for the multicultural art lesson 65Graph 12: The preferences of the Cambodian participant in the survey conducted for the multicultural art course 65Graph 13: Bangladeshi participant's preferences in the survey conducted for the multicultural art course 66Graph 14: Pakistani participant's preferences in the survey conducted for the multicultural art course 66Graph 15: In the survey conducted for the multicultural art course, the Albanian participant's t
ABSTRACTThis research examines the awareness, attitudes and application processes of art education students towards multicultural issues. In the study, the concept of multiculturalism was examined and the contributions of multiculturalism to art education were investigated. The study primarily evaluates the historical process of the concept of multiculturalism and the reflections of different cultures on art from a broad perspective. By examining the biographies of artists from the history, the effects of different cultural experiences on their styles were investigated and by taking these results as reference; In today's art education, the contribution of cultural diversity to art education has been researched with a sample application carried out with volunteer participants.In this study, it is aimed to investigate the state of awareness that can be observed in secondary school students if they receive art education with a more inclusive program that includes different cultural values, and the contributions of this inclusive multicultural centered art education program to students' creativity.The implementation process of this research was carried out with the participation of 23 volunteer students studying in a secondary education institution (high school) affiliated to the Ministry of National Education, determined by the Istanbul Provincial Directorate of National Education.In the application stage, exemplary art lessons were experienced in small groups with participants from different countries and cultures. After the artistic practice, the students' general awareness levels about multiculturalism and multicultural art education were analyzed with the data obtained by applying a ten-item questionnaire. After the survey, semi-structured interviews were conducted with five randomly selected students, and more in-depth information about the research was obtained.The research was designed according to phenomenology, which is one of the qualitative research designs. Questionnaire, semi-structured interview, observation and document review methods, which are data collection tools, were used to obtain the research data. In this context, data were collected with a questionnaire and semi-structured interview form. Content analysis, one of the qualitative data analysis methods, was used in the analysis of the data.According to the findings obtained from the analysis results; It was seen that the majority of the participants had a high level of awareness about multiculturalism.The general attitudes of the participants towards applying multicultural issues in art practices were also examined, and it was seen that most of the respondents had a positive attitude towards practicing multicultural issues.During the application process, it was observed that the students used their thinking skills, actively participated in the process, and achieved gains in comprehension skills. In addition, it has been observed that the application process provides individual contributions to the students in areas such as increasing success in different courses, increasing awareness and effort, gaining responsibility, development of communication skills and creativity.As a result; It has been seen that the research carried out largely meets the needs of the art course centered on different cultures, gives a wide perspective to the students' fields of imagination, contributes to the students individually and artistically, and is applicable.Multiculturalism, multicultural art education, multicultural awareness, attitude towards diversity, creativityABSTRACTThis research examines the awareness, attitudes and application processes of art education students towards multicultural issues. In the study, the concept of multiculturalism was examined and the contributions of multiculturalism to art education were investigated. The study primarily evaluates the historical process of the concept of multiculturalism and the reflections of different cultures on art from a broad perspective. By examining the biographies of artists from the history, the effects of different cultural experiences on their styles were investigated and by taking these results as reference; In today's art education, the contribution of cultural diversity to art education has been researched with a sample application carried out with volunteer participants.In this study, it is aimed to investigate the state of awareness that can be observed in secondary school students if they receive art education with a more inclusive program that includes different cultural values, and the contributions of this inclusive multicultural centered art education program to students' creativity.The implementation process of this research was carried out with the participation of 23 volunteer students studying in a secondary education institution (high school) affiliated to the Ministry of National Education, determined by the Istanbul Provincial Directorate of National Education.In the application stage, exemplary art lessons were experienced in small groups with participants from different countries and cultures. After the artistic practice, the students' general awareness levels about multiculturalism and multicultural art education were analyzed with the data obtained by applying a ten-item questionnaire. After the survey, semi-structured interviews were conducted with five randomly selected students, and more in-depth information about the research was obtained.The research was designed according to phenomenology, which is one of the qualitative research designs. Questionnaire, semi-structured interview, observation and document review methods, which are data collection tools, were used to obtain the research data. In this context, data were collected with a questionnaire and semi-structured interview form. Content analysis, one of the qualitative data analysis methods, was used in the analysis of the data.According to the findings obtained from the analysis results; It was seen that the majority of the participants had a high level of awareness about multiculturalism.The general attitudes of the participants towards applying multicultural issues in art practices were also examined, and it was seen that most of the respondents had a positive attitude towards practicing multicultural issues.During the application process, it was observed that the students used their thinking skills, actively participated in the process, and achieved gains in comprehension skills. In addition, it has been observed that the application process provides individual contributions to the students in areas such as increasing success in different courses, increasing awareness and effort, gaining responsibility, development of communication skills and creativity.As a result; It has been seen that the research carried out largely meets the needs of the art course centered on different cultures, gives a wide perspective to the students' fields of imagination, contributes to the students individually and artistically, and is applicable.ABSTRACTThis research examines the awareness, attitudes and application processes of art education students towards multicultural issues. In the study, the concept of multiculturalism was examined and the contributions of multiculturalism to art education were investigated. The study primarily evaluates the historical process of the concept of multiculturalism and the reflections of different cultures on art from a broad perspective. By examining the biographies of artists from the history, the effects of different cultural experiences on their styles were investigated and by taking these results as reference; In today's art education, the contribution of cultural diversity to art education has been researched with a sample application carried out with volunteer participants.In this study, it is aimed to investigate the state of awareness that can be observed in secondary school students if they receive art education with a more inclusive program that includes different cultural values, and the contributions of this inclusive multicultural centered art education program to students' creativity.The implementation process of this research was carried out with the participation of 23 volunteer students studying in a secondary education institution (high school) affiliated to the Ministry of National Education, determined by the Istanbul Provincial Directorate of National Education.In the application stage, exemplary art lessons were experienced in small groups with participants from different countries and cultures. After the artistic practice, the students' general awareness levels about multiculturalism and multicultural art education were analyzed with the data obtained by applying a ten-item questionnaire. After the survey, semi-structured interviews were conducted with five randomly selected students, and more in-depth information about the research was obtained.The research was designed according to phenomenology, which is one of the qualitative research designs. Questionnaire, semi-structured interview, observation and document review methods, which are data collection tools, were used to obtain the research data. In this context, data were collected with a questionnaire and semi-structured interview form. Content analysis, one of the qualitative data analysis methods, was used in the analysis of the data.According to the findings obtained from the analysis results; It was seen that the majority of the participants had a high level of awareness about multiculturalism.The general attitudes of the participants towards applying multicultural issues in art practices were also examined, and it was seen that most of the respondents had a positive attitude towards practicing multicultural issues.During the application process, it was observed that the students used their thinking skills, actively participated in the process, and achieved gains in comprehension skills. In addition, it has been observed that the application process provides individual contributions to the students in areas such as increasing success in different courses, increasing awareness and effort, gaining responsibility, development of communication skills and creativity.As a result; It has been seen that the research carried out largely meets the needs of the art course centered on different cultures, gives a wide perspective to the students' fields of imagination, contributes to the students individually and artistically, and is applicable.Multiculturalism, multicultural art education, multicultural awareness, attitude towards diversity, creativityCONTENTSAPPROVALETHICAL STATEMENT iiCV iiiFOREWORD ivSUMMARY vABSTRACT viCONTENTS viiLIST OF ABBREVIATIONS AND SYMBOLS viiiLIST OF TABLES ixLIST OF FIGURES xLIST OF GRAPHS xiLIST OF PICTURES xiiCHAPTER I: INTRODUCTION 11.1. Problem State 41.2. Purpose of the Research 5 1.3. Importance of Research 6 1.4. Limitations of the Study 7 1.5. Assumptions of the Research 8 1.6. Research Definitions and Abbreviations 8SECTION II: RELATED RESEARCH / FIELD ARTICLE 102.1. Culture as a Concept 102.2. Multiculturalism as a Concept 112.3. Multiculturalism and Education 142.3.1. Multicultural arts education 162.5. Multiculturalism in Turkey 212.5.1. Multicultural art education practices in Turkey 44CHAPTER III: METHOD 243.1. Research Model 243.2. Population and sample / Working Group 24 3.3. Data Collection Tools 253.3.1. Observation Technique 253.3.2. Survey Technique 273.3.3. Document Review Technique 283.3.4. Semi-Structured Interview 293.4. Data Collection 313.5. Analysis of Data 323.6. Working Environment 333.7. Application process of the research 333.8. Teaching methods and techniques 343.8.1. Brainstorming technique 343.8.2. Small-Group Teaching Technique 353.8.3. Station Technique 353.8.4. Some Research Results on Cooperative Instructional Techniques 363.9. Preparation process of multicultural art education application 373.10. Application stages of multicultural art lesson 37CHAPTER IV: FINDINGS 404.1. Observation process and evaluation of documents 404.1.1. First group activity 414.1.2. Second group activity 424.1.3. Third group activity 444.1.4. Fourth group activity 464.1.5. Fifth group activity 484.2. Evaluation of survey data 504.3. Semi-structured interview results and evaluation 44CHAPTER V: CONCLUSION, DISCUSSION AND RECOMMENDATIONS 745.1. Result 875.2.Discussion 895.3. Recommendations 925.3.1. Recommendations for Research 925.3.2. Recommendations for practice 935.3.3. Practical effects 935.3.4. Scientific/ Academic influences 93RESOURCES 95APPENDIX 99Annex 1. Student Studies 100Annex-2. Survey 103Annex-3. Semi-structured interview form 104Annex-5. Permissions 105ABBREVIATIONS AND SYMBOLSUSA : United StatesÇASEY : Multi-Field Art Education MethodMEB : Ministry of National EducationLIST OF TABLESTable 1: Sample visual arts lesson application questionnaire with 15 international students according to approval rate 51Table 2: Sample visual arts lesson application questionnaire with 8 Turkish students according to approval rate 53Table 3: Sample visual arts lesson application questionnaire of 23 students from different cultures according to approval rate 55Table 4: Sample visual arts lesson application questionnaire of 23 students from different cultures according to percentile 58LIST OF FIGURESFigure 1: Application stages of multicultural art education course 35Figure 2: Views on the concept of multiculturalism 70Figure 3: Views on the concept of multicultural art education 63Figure 4: Views on the recognition of different cultures in the art class 75Figure 5: Views on the contribution of different cultures in the art lesson 77Figure 6: Views on the contribution of different cultures to imagination 79Figure 7: Views on the development of mutual communication, understanding and respect in multicultural education 81Figure 8: Opinions on the application of the multicultural art education course in other courses 83Figure 9: Opinions on the contribution of the group of friends from different countries to the success of the course 85LIST OF GRAPHSGraph 1: Graph of the sample visual arts lesson application questionnaire with 15 international students according to the approval rate 51Graph 2: Graph of the sample visual arts lesson application questionnaire with 8 Turkish students according to the approval rate 53Graphic 3: Sample visual arts lesson of 23 students from different cultures according to approval rateGraph of the application survey 56Graphic 4: Sample visual arts lesson of students from different cultures according to percentileGraph 5: Graph of the application questionnaire of the participants who chose “I strongly agree” 60Graph 6: Graph of the application questionnaire of the participants who chose “I agree” 61Graph 7: Graph of the application questionnaire of the participants who chose “I partially agree” 62Graph 8: Graph of the application questionnaire of the participants who chose “I do not agree” 63Graphic 9: The preferences of the Gambian participant in the survey conducted for the multicultural art course 64Graph 10: Liberian participant's preferences in the survey conducted for the multicultural art course 65Graph 11: Indonesian participant's preferences in the survey conducted for the multicultural art lesson 65Graph 12: The preferences of the Cambodian participant in the survey conducted for the multicultural art course 65Graph 13: Bangladeshi participant's preferences in the survey conducted for the multicultural art course 66Graph 14: Pakistani participant's preferences in the survey conducted for the multicultural art course 66Graph 15: In the survey conducted for the multicultural art course, the Albanian participant's t
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Keywords
attitude towards diversity, creativity, çeşitliliğe karşı tutum, çok kültürlü farkındalık, çok kültürlü sanat eğitimi, Çokkültürlülük, Fine arts education, Güzel sanatlar eğitimi, Junior high school students, multicultural art education, multicultural awareness, Multiculturalism, Ortaokul öğrencileri, yaratıcılık Multiculturalism