Branches of Arts in Civic Education

Year 2025, Issue: 31, 262 - 274

Mehmet Topal

https://doi.org/10.33404/anasay.1590212

Abstract

Individuals who are citizens of a culturally diverse, democratic society in an interdependent world should be helped to develop as informed, active citizens who can make conscious and logical decisions for the benefit of society. Socially responsible schools and the teachers at the center of these schools should use different methods to raise students who are committed to democratic values and processes necessary for a pluralistic society, who have internalized tolerance, and who have the civic knowledge and skills necessary for participatory democracy. In order to enable students to participate in society in various ways, teachers can create active learning environments where they can learn both inside and outside school, and can increase their motivation to learn about society and the world. It can help students develop into thoughtful and engaged citizens. Teachers can expand students' civic knowledge and skills through active learning methods based on arts such as music, drama and graffiti art. The aim of this study is to examine the effect of civic education through arts on providing students with civic knowledge and skills. It has been determined that students' critical thinking, rethinking, problem solving, cooperation and communication skills have improved as a result of the use of arts in civic education. Teachers can participate in professional development to increase their knowledge and skills in arts such as graffiti art, music and drama to increase their knowledge and skills in civic education

Keywords

civic education,, drama,, music,, graffiti,, skills

Yurttaşlık Eğitiminde Sanat Dalları

Abstract

Birbirine bağımlı bir dünyada kültürel olarak çeşitlilik gösteren, demokratik bir toplumun yurttaşları olan bireylerin bilgili, aktif, toplum yararına bilinçli ve mantıklı kararlar alabilen yurttaşlık olarak gelişmelerine yardımcı olunmalıdır. Toplumsal sorumluluk taşıyan okullar ve bu okulların merkezinde bulanan öğretmenler öğrencilerde çoğulcu bir toplum için gerekli olan demokratik değerlere ve süreçlere bağlı, hoşgörüyü içselleştirmiş, katılımcı demokrasi için gerekli olan yurttaşlık bilgi ve becerine sahip bireyleri yetiştirmek için farklı yöntemleri kullanmalılardır. Öğretmenler öğrencilerin çeşitli yollarla topluma katılmalarını sağlamak için hem okul içinde hem de okul dışında öğrenebilecekleri aktif öğrenme ortamları oluşturmaları, onların toplum ve dünya hakkında bilgi edinmeleri için motivasyonlarını artırabilir. Öğrencilerin düşünceli ve katılımcı yurttaşlar olarak gelişmesine yardımcı olabilir. Öğretmenler müzik, drama ve grafiti sanatı gibi sanat dallarına dayalı aktif öğrenme yöntemleriyle öğrencilerin yurttaşlık bilgi ve becerilerini genişletebilirler. Bu çalışmanın amacı sanat dallarıyla gerçekleştirilen yurttaşlık eğitiminin öğrencilere yurttaşlık bilgi ve beceri kazandırmadaki etkisini incelemektir. Yurttaşlık eğitiminde sanat dallarının kullanılması sonucunda öğrencilerde eleştirel düşünme, yeniden düşünme, problem çözme, iş birliği ve iletişim becerilerinin geliştiği belirlenmiştir. Öğretmenler, yurttaşlık eğitimine yönelik bilgi ve becerilerini artırmak için grafiti sanatı, müzik ve drama gibi sanat dallarında bilgi ve becerilerini artırmak için mesleki gelişimlere katılabilirler.

Keywords

yurttaşlık eğitimi,, drama,, müzik,, grafiti,, beceri

References

• Allen, K. R. (2023). Activating Hip-Hop Pedagogy in the Social Studies Classroom. Social Education, 87(3), 172-177.
• Auh, Y., Im, M., Kim, C., & Hwang, S. E. (2021). Educating Global Citizenship in a Changing World via After-School Music Program in Korea. Pedagogical Research, 6(4).
• Barber, B. R. (2013). Dysfunctional Nations, Rising Cities. If Mayors Rules the World. New Haven, CT: Yale University Press, 273-294.
• Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
• Bowell, P., & Heap, B. S. (2013). Planning process drama: Enriching teaching and learning. Routledge.
• Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching.
• Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
• Brophy, J., Alleman, J., & Knighton, B. (2008). Inside the social studies classroom. Routledge.
• Brownell, M. (2017). [Https://kansasmusicreview.com/2017/07/03/music-education-and-21st-century-skills/] 19.09.2023 tarihinde erişilmiştir.
• Chang, J. (2007). Can't stop won't stop: A history of the hip-hop generation. St. Martin's Press.
• Emdin, C., & Adjapong, E. S. (Eds.). (2018). # HipHopEd: The compilation on Hip-hop education: Volume 1: Hip-hop as education, philosophy, and practice (Vol. 1). Brill.
• Gay, G., & Hanley, M. S. (1999). Multicultural empowerment in middle school social studies through drama pedagogy. The Clearing House, 72, 364-370.
• Hallgren, E., & Österlind, E. (2019). Process drama in civic education: Balancing student input and learning outcomes in a playful format. Education Sciences, 9(3), 231.
• Heikkinen, H. (2016). Drama and citizenship-devised drama for education. JSSE-Journal of Social Science Education, 32-39.
• Heikkinen, H., Lindfors, E. (2012). Taidekasvatus –ajattele toisin! Kasvatusopillinen aikakausikirja, 2012 (2); 123–125.
• Howlett, C. F. (2007). Guardians of the past: Using drama to assess learning in American history. Social Education, 71, 304-307, 331.
• Kana, P., & Aitken, V. (2007). “She didn't ask me about my grandma” Using process drama to explore issues of cultural exclusion and educational leadership. Journal of Educational Administration, 45(6), 697-710.
• Lindström, L. (2012). Aesthetic learning about, in, with and through the arts: A curriculum study. International Journal of Art & Design Education, 31(2), 166-179.
• Martens, A. M., & Gainous, J. (2013). Civic education and democratic capacity: How do teachers teach and what works? Social science quarterly, 94(4), 956-976.
• Matarasso, F. (1997). Use or ornament. The social impact of participation in the arts, 4(2), 34-41.
• Music Mark Annual Conference (2023) Empowering Students through Digital Music and Global Citizenship. [Https://www.musicmark.org.uk/events/music-mark-annual-conference-2023/] 19.09.2023 tarihinde erişilmiştir.
• NCSS [National Council for the Social Studies]. (2013). Revitalizing Civic Learning in Our Schools.
• [Https://www.socialstudies.org/position-statements/revitalizing-civic-learning-our-schools] 09.09.2023 tarihinde erişilmiştir.
• Nelson, B. (2011). ‘I made myself’: playmaking as a pedagogy of change with urban youth. RIDE: The Journal of Applied Theatre and Performance, 16(2), 157-172.
• Österlind, E. (2015). Drama into the curriculum–Sisyphus’ work. NJ, 39(1), 3-18.
• Paska, L. (2020). Executive director's message: Civic learning: A matter of equity.
• [Https://www.socialstudies.org/presidents-message/executive-directors-message-civic-learning-matter-equity] 11.10.2023 tarihinde erişilmiştir.
• Piper, K., & Neufeld-Kaiser, J. (2018). Knowledge in action: Social studies simulations as project-based learning. Social Education, 82(1), 30-34.
• SCOTENS [The Standıng Conference On Teacher Education North And South] (2008). Citizenship Education, Art & Design. [Https://scotens.org/citizenship-education-art-design/ 2008] 11.12.2023 tarihinde erişilmiştir.
• Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 International Report: Civic Knowledge, Attitudes, and Engagement among Lower-Secondary School Students in 38 Countries. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
• Stern, M., & Seifert, S. (2009). Civic engagement and the arts: Issues of conceptualization and measurement, animating democracy. A Program of Americans for the Arts. Retrieved March, 3, 2019.
• Szauder, E. (2000). Redcoats and Patriots--Reflective Practice in Drama and Social Studies. Research in Drama Education, 5(1), 120.
• Turner, T. N. (2004). Essentials of elementary social studies. Boston, MA: Pearson.
• Verriour, P. (1994). In Role: Teaching and Learning Dramatically. The Pippin Teacher's Library. Pippin Publishing Limited, 380 Esua Park Drive, Markham, Ontario L3R 1H5, Canada.
• Vladimirou, I. E. (2015). The civic emotions and participatory drama: children’s perspectives on compassion, empathy and justice. Ph.D. Thesis, University of Warwick, Coventry, UK,
• Winner, E., Goldstein, T., & Vincent-Lancrin, S. (2013). Art for art’s sake. In The Impact of Arts Education; Educational Research and Innovation; OECD: Paris, France. 304.