Publication: İlköğretim sanat eğitiminde desen: 16.yy. Osmanlı resmi ile İtalyan Rönesansı’nın karşılaştırılması
Abstract
Bu incelemede, desen kavramı ve öğeleri ışığında İlköğretim Sanat Eğitimi'nde klasik doğu ve batı resminin hangi konularda ve nasıl işlenmesi gerektiği açıklanmıştır. Eğitim, önceden saptanmış esaslara göre bireylerin davranışlarında belli gelişmeler sağlamaya yarayan planlı etkiler dizgesidir. Sanat eğitimi ise özellikle çocuğun ruhsal gelişiminde önemli rol oynar. Ancak bu eğitim yalnızca uygulama boyutunda düşünülmemelidir. Sanat eğitimi, resim sanatının tarihsel gelişimini de öğrencilere vermelidir. Sanat tarihi, sanat eğitiminin ayrılmaz bir parçası olduğu gibi sanat eğitiminin geçmişini ve geleceğini aydınlatan bir bilgi kaynağıdır. Geçmişin nasıl olduğunu sorgulayan birey geleceği yaratır. Her uygulamalı çalışmanın altında desen vardır. Dolayısıyla bu kavram anlamıyla, öğeleriyle, uygulanışıyla, tarihsel gelişimiyle resme alt yapı kazandırması nedeniyle öğrencilere mutlaka aktarılmalıdır. Desen, biçimi görme tarzıdır. Doğuda ve batıda desen kavramı, içinde geliştiği kültürlere göre yapılanmıştır. Bu farklı yapılanmalar, İlköğretim öğrencilerine desen kavramının teorik yönünün anlatılması ve bu uygarlıkların resim anlayışlarının örnekleriyle gösterilmesiyle öğretilmelidir. Bu eğitim verilirken bu dönemlerin gelişim aşamaları, hangi uygarlıklarınların sanatından etkilenerek geliştikleri üzerinde de durulmalıdır. Ayrıca çocuğun gelişim evreleri ve buna bağlı olarak çizimleri göz önünde tutularak bu bilgiler verilmelidir. Özellikle programlarda yer alan röprodüksiyon inceleme, sanat eserleri, sanatçı üslupları ve sanat akımları konuları bu amaç için uygundur. Bu incelememiz doğu ve batı resmini desen kavramı açısından irdeleyerek, özellikle 16.yüzyılda tam manasını kazanan doğu ve batı deseninin özelliklerinin İlköğretim Sanat Eğitimi'nde eşit olarak konu edinilmesinin önemini vurgular niteliktedir.
In this study, it has been expalained how and in which subjects classical eastern and western painting should be delivered in Primary Education of Arts in the light of the concept and elements of drawing. Education is a system of pre-planned effects which, according to some rules formed before, helps to provide specific developments in the behaviors of the individual. The Education of Arts, however plays an important role especially in the psychological development of the child. However, this education should not be taken into account just in the dimension of application. The Education of Arts should also teach students the historical development of the art of painting. The History of Arts is both a non-separable part of the Education of Arts is a source of information which illuminates both the past and the future of the Education of Arts. An individual who questions the past creates the future. Every application is based on drawing. Therefore, this concept should certainly be delivered to students with its meaning, elements, application, its historical development because it forms the base for painting. Drawing is style of the recognizing of the form. The concept of drawing in the East and the West has been formed according to the cultures in which it has developed. The different formations should be taught to Primary Education students through telling in the theoretical side of the concept of drawing and through showing the examples of the notions of painting in these civilizations. While this education is being given, the development phases of these ages should be taught with the information on which civilizations caused the change. Besides, this informations should be delivered in regard to the development stages of the child and their respective drawings. The study of re-production, works of art, the styles of artists and the movements of art which are in the existing programs are suitable for this purpose. This study emphasizes the significance of locating the features of the eastern and western drawing, which especially gained its exact meaning in the 16th century, equally in the Primary Education of Arts through analizing the eastern and the western painting in terms of the concept of drawing.
In this study, it has been expalained how and in which subjects classical eastern and western painting should be delivered in Primary Education of Arts in the light of the concept and elements of drawing. Education is a system of pre-planned effects which, according to some rules formed before, helps to provide specific developments in the behaviors of the individual. The Education of Arts, however plays an important role especially in the psychological development of the child. However, this education should not be taken into account just in the dimension of application. The Education of Arts should also teach students the historical development of the art of painting. The History of Arts is both a non-separable part of the Education of Arts is a source of information which illuminates both the past and the future of the Education of Arts. An individual who questions the past creates the future. Every application is based on drawing. Therefore, this concept should certainly be delivered to students with its meaning, elements, application, its historical development because it forms the base for painting. Drawing is style of the recognizing of the form. The concept of drawing in the East and the West has been formed according to the cultures in which it has developed. The different formations should be taught to Primary Education students through telling in the theoretical side of the concept of drawing and through showing the examples of the notions of painting in these civilizations. While this education is being given, the development phases of these ages should be taught with the information on which civilizations caused the change. Besides, this informations should be delivered in regard to the development stages of the child and their respective drawings. The study of re-production, works of art, the styles of artists and the movements of art which are in the existing programs are suitable for this purpose. This study emphasizes the significance of locating the features of the eastern and western drawing, which especially gained its exact meaning in the 16th century, equally in the Primary Education of Arts through analizing the eastern and the western painting in terms of the concept of drawing.