Evaluations on the Perception of Necessity in Art Education in the Context of the Role of Art

Yıl 2024, Cilt: 15 Sayı: 2, 1841 - 1855, 28.08.2024

Zuhal Başbuğ

https://doi.org/10.51460/baebd.1469500

Öz

Abstract. Art is one of the basic needs as a requirement of the physiological abd psychological structure of the human being and the nature of human being. Art is the embodiment of the expression “I am here”, the subject’s movement is the initial state. From this point of view, the subject, as a means of expressing herself, needs art education in order to understand the function of art correctly. The problem of the research, in which the perception of necessity in art education is questioned, is to seek answers to the returns of art and education and the effects of these returns on the transformation of their societies. In the article, various sources have been scanned on different concepts, the role of art has been questioned and art education has been evaluated with the perception of necessity in the direction of these roles. Information was collected using the literature review method, one of the qualitative research types.Art, which has undergone thousands of years of evaluation, has been examined under many different titles, discussed and limited interdisciplinary. The perception of necessity of art has been examined with examples from many writers, artists and societies, and a rich selection of resources has been created. In the light of these evaluations, it has been emphasized that art education is seen as a necessity in many disciplines but art education is important in terms of its contributions to social transformation without the aim of serving other disciplines.

Anahtar Kelimeler

“Art”, “Art education”, “Role of art”, “Necessity of art education”.

Sanatın Rolü Bağlamında Sanat Eğitiminde Gereklilik Algısı Üzerine Değerlendirmeler

Öz

Sanat, insanın fizyolojik, psikolojik yapısının ve insana özgü olan varlık doğasının bir gereksinimi olarak temel ihtiyaçlardan biridir. Sanat insanın “ben buradayım” ifadesinin vücut bulmuş hali, öznenin hareketi, başlangıç durumudur. Buradan hareketle kendisini ifade etme aracı olarak özne, sanatın işlevini doğru anlamlandırabilmesi için sanat eğitimine ihtiyaç duyar. Sanatın rolü ve sanat eğitiminde gereklilik algısının sorgulandığı araştırmanın problemini, sanatın ve eğitiminin getirileri, bu getirilerin toplumların dönüşümündeki etkilerine cevap aramak oluşturmaktadır. Araştırmada farklı kavramlar özelinde çeşitli kaynaklardan taramalar yapılmış, sanatın rolü sorgulanmış, sanat eğitimi bu roller doğrultusunda gereklilik algısıyla değerlendirilmiştir. Araştırma nitel araştırma türlerinden literatür tarama yöntemi kullanılarak bilgiler toplanmıştır. Binlerce yıllık evrim süreci geçiren sanat, pek çok farklı başlık altında incelenmiş, disiplinler arası anlamda üzerinde konuşulmuş ve sınırlandırılmıştır. Sanatın gereklilik algısı, pek çok yazar, sanatçı, toplum üzerinden örneklerle incelenmiş, zengin bir kaynak seçkisi oluşturulmuştur. Bu değerlendirmeler ışığında, sanat eğitiminin pek çok disiplinde bir gereklilik olarak görüldüğü, ancak sanat eğitiminin başka disiplinlere hizmet amacı olmaksızın toplumsal dönüşüme sağlayacağı katkılar bakımından önemi vurgulanmıştır.

Anahtar Kelimeler

“Sanat”, “Sanat eğitimi”, “Sanatın rolü, ” “Sanat eğitiminin gerekliliği”

Kaynakça

• Akengin, Ç. (2005). İlköğretim okullarında 1. kademede resim-iş dersi veren sınıf öğretmenlerinin resim-iş dersinde karşılaştıkları sorunlar (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi.
• Akengin, Ç. (2011). İlköğretim 6.sınıf görsel sanatlar dersinde müze kaynaklı işbirliğine dayalı öğretim yönteminin öğrenci kazanımlarına etkisi. (Yayımlanmamış Doktora Tezi). Gazi Üniversitesi.
• Allahverdiyev, M., Yucesoy, Y. & Baglama, B. (2017). An overview of arts education and reflections on special education. International Journal of Educational Sciences, 19(2-3), 127-135. https://doi.org/10.1080/09751122.2017.1393956.
• Anderson, T., Eisner E. & McRoriel, S. (1998). A survey of graduate study in art education. Studies in Art Education, 40(1), 8-25. https://doi.org/10.2307/1320224.
• Ballengee, M., C. & Stuhr, P., L. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(4), 6-13. http://dx.doi.org/10.1080/00043125.2001.11653451
• Bequette, J.W. & Brennan, C. (2008). Advancing media arts education in visual arts classrooms: addressing policy ambiguities and gaps in art teacher preparation. Studies in Art Education, 49(4), 328-342. http://dx.doi.org/10.1080/00393541.2008.11518745.
• Blandy, D., Congdon, K.G. & Krug, D. H. (1998). Art, ecological restoration, and art education. Studies in Art Education, 39(3), 230-243. http://dx.doi.org/10.1080/00393541.1998.11650026.
• Buyurgan, S. ve Buyurgan, U. (2012). (3. Baskı). Sanat eğitimi ve öğretimi. Ankara: Pegem.
• Buyurgan, S. ve Mercin, L. (2005). Görsel sanatlar eğitiminde müze eğitimi ve uygulamaları. Vedat Özsoy (Ed.). Ankara: Görsel Sanatlar Eğitimi Derneği.
• Cannatella, H. (2004). Art education and bildung. Journal of Visual Art Practice, 3(1), 61-74. http://dx.doi.org/10.1386/jvap.3.1.61/0.
• Campana, A. (2015). Agents of possibility: examining the intersections of art, education, and activism in communities. Studies in Art Education, 52(4), 278-291. http://dx.doi.org/10.1080/00393541.2011.11518841.
• Carter, M. C. (2008). Volitional aesthetics: a philosophy for the use of visual culture in art education. Studies İn Art Education, 49(2), 87-102. http://dx.doi.org/10.1080/00393541.2008.11518728.
• Christensen-Scheel, B. (2018). An art museum in the interest of publicness: a discussion of educational strategies at tate exchange. International Journal of Lifelong Education, 37(1), 103-119. http://dx.doi.org/10.1080/02601370.2017.1406544.
• Dewey, P. (2015). A comparative approach to art education policy research. Studies in Art Education, 49(4), 277-293. http://dx.doi.org/10.1080/00393541.2008.11518742.
• Duncum, P. (1997). Art education for new times. Studies in Art Education, 38(2), 69-79. http://dx.doi.org/10.2307/1320584.
• Eckhoff, A. (2011). Art experiments: introducing an artist‐in‐residence programme in early childhood education. Early Child Development and Care, 181(3),371-385. https://doi.org/10.1080/03004430903388089.
• Freedman, K. (2005). Art education: epistemologies of art. Studies in Art Education, 46(2), 99-100. http://dx.doi.org/10.1080/00393541.2005.11651783.
• Gökay, M. (2009). Sanat eğitimi ve görsel sanatlar öğretimi. Ankara: Pegem. Graham, M.A. (2007). Art, Ecology and art education: locating art education in a critical place-based pedagogy. Studies in Art Education, 48(4), 375-391. http://dx.doi.org/10.1080/00393541.2007.11650115.
• Graham, M. A. & Sims-Gunzenhauser, A. (2009). Advanced placement in studio art and secondary art education policy: countering the null curriculum. Arts Education Policy Review, 110(3), 18-24. http://dx.doi.org/10.3200/AEPR.110.3.18-24.
• Holert, T. (2016). A politics of knowledge in contemporary art? Performance Research, 21(6), 57-62. https://doi.org/10.1080/13528165.2016.1239901.
• Hicks, L. E. (2004). İnfinite and finite games: play and visual culture. Studies in Art Educational a Journel of Issue and Research, 45(4),281-376. http://dx.doi.org/10.1080/00393541.2004.11651776
• İstifoğlu Orhon, B. (2008, Kasım). Sanat eğitiminin gerekliliği. 3.Ulusal Sanat Eğitimi Sempozyumunda sunulmuş bildiri, Gazi Üniversitesi, Ankara.
• Julliard, K. N., Gujral J. K., Hamil, S.W., Oswald, E., Smyk, A. & Testa, N. (2000). Art-based evaluation in research education. Art Therapy, 17(2), 118-124. http://dx.doi.org/10.1080/07421656.2012.730029.
• Knutson, K., Crowley, K., Lin-Russell, J. & Annsteiner, M. (2011). Approaching art aducation as an ecology: exploring the roleb of museums. Studies in Art Education, 52(4), 310-322. https://doi.org/10.1080/00393541.2011.11518843.
• Kindler, A. M., Pariser, D. A., Berg, A. V., Liu, W. C. & Dias, B. (2002). Aesthetic modernism, the first among equals? A look at aesthetic value systems in cross-cultural, age and visual arts educated and non-visual arts educated judging cohorts. International Journal of Cultural Policy, 8(2), 135-152. https://doi.org/10.1080/1028663022000009533.
• Levin, G. R. (1999). Art education as cultural Practice. Art Journal, 58(1), 16-20. https://doi.org/10.1080/00043249.1999.10791913.
• Marché, T. (2002) Discipline before discipline-based art education: federal support, curricular models, and the 1965 penn state seminar in art education. Arts Education Policy Review, 103(6), 25-33. https://doi.org/10.1080/10632910209600743.
• Mercin, L. (2009). Sanat eğitimi ve görsel sanatlar öğretimi. Ali Osman Alakuş (Ed.) &Levent Mercin (Ed.). Sanat nedir? (s.1-11). Ankara: Pegem.
• Mida, I. (2015). Animating the body in museum exhibitions of fashion and dress. Dress, 41(1), 37-51. https://doi.org/10.1179/0361211215Z.00000000038.
• Milbrandt, M. K. (2002). Addressing contemporary social issues in art education: a survey of public school art educators in Georgia. Studies in Art Education, 43(2), 141-157. https://doi.org/10.1080/00393541.2002.11651715.
• Milbrandt, M. K., Miraglia K. M. & Zimmerman, E. (2018). An analysis of current research in studies in art education and the international journal of education through art. Studies in Art Education, 59(1), 39-54. https://doi.org/10.1080/00393541.2017.1401882.
• Morley, S. (2014). Analytic and holistic approaches to fine art education: a comparative approach. Journal of Visual Art Practice, 13(2), 101-113. https://doi.org/10.1080/14702029.2014.959724.
• Moszkowicz, J. (2013). American pragmatism and graphic design: retrieving the historical and philosophical constitutions of a ‘non-theoretical’ approach. The Design Journal, 16(3), 315-338. https://doi.org/10.2752/175630613X13512595147032. 506.
• Saarnivaara, M. & Varto J. (2005). Art education as a trap. Scandinavian Journal of Educational Research, 49(5), 487-501. https://doi.org/10.1080/00313830500267952.
• San, İ. (2003). Sanat eğitimi kuramları. (2. Baskı). Ankara: Ütopya.
• Şen, Ü. S. (2005). Sanat eğitiminde bilimsel araştırma yöntemlerinin kullanılması. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 343-360.
• Tolstoy N. L. (2016). Sanat Nedir? (M. Beyhan, Çev.). İstanbul: İş Bankası Kültür.
• Vaughan, K., Lévesque, M., Szabad-Smyth, L., Garnet, D., Fitch, S. and Sinner, A. (2017) A history of community art education at Concordia University: educating the artist-teacher through practice and collaboration. Studies in Art Education, 58(1), 28-38. https://doi.org/10.1080/00393541.2016.1258530.
• Vaughan, S. (2018). Art and sonic mining in the archives: methods for investigating the wartime history of Birmingham school of art. History of Education, 47(2), 225-240. https://doi.org/10.1080/0046760X.2017.1420244.
• Wright, A. C. (1997) What is art? Tolstoy’s criteria in the light of works by Mikhail Bulgakov and Friedrich Dürrenmatt. Canadian Slavonic Papers, 39(3-4), 385-405. https://doi.org/10.1080/00085006.1997.11092161.
• Yılmaz, M. (2015). 21. Yüzyılda Türk Sanatı. F. Başbuğ (Ed.), Hasan Pekmezci ve Şükran Pekmezci ile sanata dair (s.98-103). Antalya: Akdeniz Üniversitesi Basımevi