scholarly journals Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry

2021 ◽  
Vol 46 (7) ◽  
pp. 22-52
Author(s):  
Ebru Guler ◽  
Keyword(s):  
Visual Culture ◽  
Visual Arts ◽  
Teaching Methods ◽  
Arts Education ◽  
Teaching Practice ◽  
Practitioner Inquiry ◽  
Structured Interviews ◽  
Application Process ◽  
School Students ◽  
Visual Arts Education

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

scholarly journals AN EVALUATION ON THE IMPORTANCE OF VISUAL CULTURE IN VISUAL ARTS EDUCATION

2021 ◽  
Vol 9 (61) ◽  
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Visual Arts Education ◽  
Visual Elements ◽  
Life Styles ◽  
Interdisciplinary Field ◽  
The Individual

The dynamics of life styles changing with an unprecedented momentum in the current Visual Culture Age; It affects many fields such as communication, aesthetics, visual arts, art history, art education. Visual culture in lifestyles that develop as a result of a process in which the individual is consciously or unconsciously involved; It represents an interdisciplinary field and refers to the connection of culture with visual elements. Having an aesthetic experience in the dynamics of life styles produced in today's world, developing a solution-oriented identity with a visionary perspective, presents a model of a qualified individual as a part of visual culture. Through visual arts education, which will provide a rationalist response to the requirements of the current era, activities that will increase the individual's life experiences and provide optimum benefit can be organized. Education has a great role in the integration of the individual into society and adaptation to life, and in this case, prioritizing a visual culture-based approach in art education gains value. Keywords: Visual arts education, culture, visual culture, visual culture education

scholarly journals Prospective Teachers’ Views on Practitioner Teacher’s Attitude in Processes of Observation Made on Teaching Practice

2020 ◽  
Vol 13 (8) ◽  
pp. 29
Author(s):  
Gonca Erim ◽  
Alper Çetin
Keyword(s):  
Visual Arts ◽  
Prospective Teachers ◽  
Arts Education ◽  
Teaching Practice ◽  
Fine Arts ◽  
Theory And Practice ◽  
Visual Arts Education ◽  
Arts Teachers ◽  
Important Position ◽  
The Individual

Setting as the targeting the education of individuals in terms of intellectual, perceptual and emotional aspects as a whole places the visual arts education, which is one of the fields of education, at an important position. That is due to the fact that the individual who has aesthetical perception development through fine arts education learns how to perceive new forms and to view his/her environment and artistic structures from a different perspective. Thus, the individual makes progress in his/her intellectual endeavors, and also enhances his/her creativity and builds social habits in this connection. This importance attached to visual arts education demonstrates the necessity of raising qualified visual arts teachers. The fact that teaching is a profession which is perfected through the establishment of the link between theory and practice makes worth analyzing the process of teaching practice and attitudes and guiding behaviors of practitioner teacher who is placed at the closest position to the prospective teacher in this process. In this research, the focus was placed on attitudes which practitioner teachers were supposed to demonstrate in observation processes which played a crucial role in occupational development of prospective teachers during teaching practice. These attitudes were addressed in the framework of guiding behaviors which were supposed to be beneficial to prospective teachers in observation processes.

scholarly journals An Interactive Approach to Learning and Teaching in Visual Arts Education

2015 ◽  
Vol 5 (3) ◽  
pp. 73-93
Author(s):  
Zlata Tomljenović
Keyword(s):  
Visual Arts ◽  
Professional Education ◽  
Primary Schools ◽  
Arts Education ◽  
Teaching Practice ◽  
Interactive Approach ◽  
Approach To Learning ◽  
Research Results ◽  
Visual Arts Education ◽  
Learning And Teaching

The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school. 

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals The cognitive aspect of interactive learning and teaching in visual arts education

2020 ◽  
Vol 13 (2) ◽  
pp. 131-152
Author(s):  
Zlata Tomljenović
Keyword(s):  
Content Analysis ◽  
Empirical Research ◽  
Visual Arts ◽  
Arts Education ◽  
Research Study ◽  
Teaching Process ◽  
Cognitive Aspect ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Cognitive Activities

The task of contemporary visual arts education is to enable quality interaction among all subjects of the teaching process, through which the students are encouraged to think, imagine, and develop higherorder cognitive activities. The objective of this empirical research study was to verify the differences in the results of students in the control and experimental groups (n=285) regarding their knowledge and understanding of visual arts content. Analysis of the results shows that the students in EG showed significantly better results compared to the students in CG, which means that the interactive model of learning and teaching positively influenced the students’ understanding of visual arts content.

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