A Dialogue between Art, Education and Ecology: A/r/tography-Based Learning Experience

Abstract

This study examines the effects of using the a/r/tography method to support ecological sustainability in environmental art education. A/r/tography, an art-based educational research approach, was used to enable participants to express their experiences regarding environmental degradation through both written and visual forms of expression. The seven-week application process, conducted with ninth-grade students at Tatvan Science High School, consisted of observation and production activities carried out both inside and outside the school. Data were collected through participant journals, self-assessment texts, semi-structured interviews, and visual portfolios, and analyzed according to the Miles & Huberman model. The findings show that the a/r/tography method increased students' environmental awareness and brought about a cognitive transformation towards sustainability. Pedagogically, the method contributed to students' ability to relate their personal experiences to artistic production and to develop their reflective writing skills. The research reveals that a/r/tographic inquiry has the potential to produce creative, critical, and transformative responses to environmental problems. Overall, the study makes visible the holistic relationship between experience-based learning, artistic expression, and ecological awareness within the context of education.

Keywords

• A/r/tography
• Environmental Art Education
• Ecology
• Sustainability
• Experience

Ethical Statement

The study complies with research and publication ethics.

Thanks

We sincerely thank all the students who voluntarily participated in this research process.

Sanat, Eğitim ve Ekoloji Arasında Bir Diyalog: A/r/tografi Temelli Öğrenme Deneyimi

Abstract

Bu çalışma, çevresel sanat eğitiminde ekolojik sürdürülebilirliği desteklemek amacıyla a/r/tografi yönteminin kullanımının etkilerini incelemektedir. Sanat temelli bir eğitim araştırması yaklaşımı olan a/r/tografi, katılımcıların çevresel bozulmaya ilişkin deneyimlerini hem yazılı hem de görsel ifade biçimleriyle ortaya koymalarını sağlamak için kullanılmıştır. Tatvan Fen Lisesi’nde dokuzuncu sınıf öğrencileriyle yürütülen yedi haftalık uygulama süreci, okul içinde ve dışında gerçekleştirilen gözlem ve üretim etkinliklerinden oluşmuştur. Araştırma kapsamında veriler; katılımcı günlükleri, öz değerlendirme metinleri, yarı yapılandırılmış görüşmeler ve görsel portfolyolar aracılığıyla toplanmış ve Miles & Huberman modeli doğrultusunda analiz edilmiştir. Elde edilen bulgular, a/r/tografi yönteminin öğrencilerin çevresel farkındalıklarını artırdığını ve sürdürülebilirliğe yönelik düşünsel bir dönüşüm sağladığını göstermektedir. Pedagojik açıdan yöntem, öğrencilerin kişisel deneyimlerini sanatsal üretimle ilişkilendirmelerine ve yansıtıcı yazma becerilerini geliştirmelerine katkı sağlamıştır. Araştırma, a/r/tografik sorgulamanın çevre sorunlarına yaratıcı, eleştirel ve dönüştürücü yanıtlar üretme potansiyeline sahip olduğunu ortaya koymaktadır. Genel olarak çalışma, yaşantı temelli öğrenme, sanatsal ifade ve ekolojik bilinç arasındaki bütüncül ilişkiyi eğitim bağlamında görünür kılmaktadır.

Keywords

• A/r/tografi
• Çevresel Sanat Eğitimi
• Ekoloji
• Sürdürülebilirlik
• Deneyim

Ethical Statement

Çalışmada araştırma ve yayın etiğine uyulmuştur.

Thanks

Bu araştırma sürecine gönüllü olarak katılan tüm öğrencilere içtenlikle teşekkür ederiz.

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