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Examining Psychology in the Context of Interdisciplinary Integration in Art Education

Year 2023, , 92 - 100, 16.10.2023
https://doi.org/10.29129/inujgse.1294383

Abstract

Değişen ve gelişen süreçte, birey hayatı boyunca birçok yeniliklerle karşılaşmış ve bütünleşmiştir. Eğitim, hayatın bir parçası olmasından dolayı, gerçekleşen bu değişimler, eğitimin odak noktasında bir çok yenilikleri beraberinde getirmiştir. Bilgi çağının değişmesi ile birlikte bireyin öğrenmeleri ve dolaylı olarak öğrenme ortamlarının zenginleştirilmesi, yeni modellerin ortaya çıkmasını sağlamıştır. Özellikle çağdaş eğitim felsefelerinin dayandığı savlar yeni model ve teknolojilerin kullanımını desteklemiştir. Günümüz sanat eğitiminin sorunları dikkate alındığında çağdaş bir yaklaşım olan disiplinler arası modellerin kullanımı dikkat çekicidir. Sanat eğitiminin kuram ve kapsam olarak çerçevesi gözetildiğinde disiplinler arası modelleme yöntemlerinin kullanımı olumlu sonuçlar doğurmuştur. Dünyada yaygın bir kullanım alanına sahip olan bu modelleme yöntemi, yeni açılımlar sağlayarak bilgiyi yenilenebilir hale getirmiştir. Bu şekilde dünyada bir çok ülke tarafından kullanılması modelin önemini arttırmış ve kullanım alanını zenginleştirmiştir. Bunlarla birlikte sanat eğitiminin psikoloji ile bağlantılı olması, özellikle gerçekleşen öğrenmelerin psikolojik etkileri de gözetilebilir düzeydedir. Konu alanlarının bütünlük dahilinde gerçekleşmesi bireyin yaratıcılığına ve psikolojisini de etkilemiş, aynı zamanda sanat eğitimi kapsamında yer alan bir çok disiplinin ilişkilendirilmesini sağlayarak disiplinler arası entegrasyonların tercih edilmesini kolaylaşmıştır.

References

  • Akkurt, S., & Boratav, O. (2018). Why Art Education? International Journal of Scholars in Education, 1(1), 54-60. Ayaydın, A. (2020). On the interaction of psychology and art. Journal of Science, Education, Art and Technology, 4(1), 8-12. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180. doi: 10.1111/j.1745-6916.2006.00011.x
  • Dafermos, M. (2021). The metaphysics of psychology and a dialectical perspective. Theory& Psychology, 31(3), 355-374. doi: 10.1177/0959354320975491 Feldman, D. H. (1987). Developmental psychology and art education: Two fields at the crossroads. Journal of Aesthetic Education, 21(2), 243-259. doi: 10.2307/3332753 Gombrich, E. H. (2020). The Story of Art.
  • Gursu, O. (2015). Interaction of art and psychology: a reading trial centered on traditional turkish-islamic arts. Journal of International Social Research, 8(38). Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314. Karasar, N. (2020). Scientific research method. Nobel Publishing.
  • Kapar, S. (2009). Psychological Factors Creating Symbolic Imagination in Painting. Art Journal, (15), 43-46. Klaassen, R. G. (2018). Interdisciplinary education: a case study. European Journal of Engineering Education, 1–18. doi:10.1080/03043797.2018.1442417 Laçinbay, K. (2021). A common meeting point for plastic arts and psychology: art motivation. Journal of History School, (LI), 1226-1245. Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49. doi: 10.1080/00043125.2016.1224873
  • Newell, W. H., Doty, W. G., & Klein, J. T. (1990). Interdisciplinary curriculum development. Issues in Interdisciplinary Studies. Okcu, C. (2022). Psychodynamically Oriented Art Therapy. Turkish Journal of Integrative Psychotherapy, 5(10), 31-41. Okvuran, A. (2023). Introduction to the psychology of art, its scope and limitations. Ankara University Journal of Faculty of Fine Arts, 5(1), 420-430. Parlar, H. (2012). Information society, change and new educational paradigm. Yalova Journal of Social Sciences, 2(4). Solso, R. L. (2003). The psychology of art and the evolution of the conscious brain.
  • Suraco, T. L. (2006). An interdisciplinary approach in the art education curriculum. doi: 10.57709/1062139 Saurykova, Z. M., Ybyraimzhanov, K., & Mailybaeva, G. (2018). Implementation of interdisciplinary relationships in education on the basis of science integration. Opción: Revista de Ciencias Humanas y Sociales, (85), 353-385. Wojtkowski, S. (2009). Jung’s “art complex.”. ARAS/Art and psyche online journal, 3, 1-37. Wainwright, W. J. (2021). Mysticism. The Encyclopedia of Philosophy of Religion, 1-10. doi: 10.1002/9781119009924.eopr0255 Yılmaz, T. (2017). Art and artistic practices in clinical psychology. Tykhe Art and Design Journal, 2(2), 32-43.

Interdisciplinary Integration in Art Education: Psychology

Year 2023, , 92 - 100, 16.10.2023
https://doi.org/10.29129/inujgse.1294383

Abstract

In the changing and developing process, individuals have encountered and integrated many innovations throughout their lives. Since education is a part of life, these changes have brought many innovations in the focus of education. With the change of the information age, the learning of the individual and indirectly the enrichment of learning environments have led to the emergence of new models. Especially the arguments based on contemporary educational philosophies have supported the use of new models and technologies. Considering the problems of today's art education, the use of interdisciplinary models, which is a contemporary approach, is striking. Considering the framework of art education in terms of theory and scope, the use of interdisciplinary modeling methods has yielded positive results. This modeling method, which has a widespread use in the world, has made knowledge renewable by providing new expansions. In this way, its use by many countries in the world has increased the importance of the model and enriched its field of use. In addition to these, the fact that art education is linked to psychology, especially the psychological effects of the learning that takes place, are also at a level that can be observed. The realization of subject areas within the integrity has also affected the creativity and psychology of the individual, and at the same time, it has facilitated the preference of interdisciplinary integrations by providing the association of many disciplines within the scope of art education.

References

  • Akkurt, S., & Boratav, O. (2018). Why Art Education? International Journal of Scholars in Education, 1(1), 54-60. Ayaydın, A. (2020). On the interaction of psychology and art. Journal of Science, Education, Art and Technology, 4(1), 8-12. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180. doi: 10.1111/j.1745-6916.2006.00011.x
  • Dafermos, M. (2021). The metaphysics of psychology and a dialectical perspective. Theory& Psychology, 31(3), 355-374. doi: 10.1177/0959354320975491 Feldman, D. H. (1987). Developmental psychology and art education: Two fields at the crossroads. Journal of Aesthetic Education, 21(2), 243-259. doi: 10.2307/3332753 Gombrich, E. H. (2020). The Story of Art.
  • Gursu, O. (2015). Interaction of art and psychology: a reading trial centered on traditional turkish-islamic arts. Journal of International Social Research, 8(38). Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314. Karasar, N. (2020). Scientific research method. Nobel Publishing.
  • Kapar, S. (2009). Psychological Factors Creating Symbolic Imagination in Painting. Art Journal, (15), 43-46. Klaassen, R. G. (2018). Interdisciplinary education: a case study. European Journal of Engineering Education, 1–18. doi:10.1080/03043797.2018.1442417 Laçinbay, K. (2021). A common meeting point for plastic arts and psychology: art motivation. Journal of History School, (LI), 1226-1245. Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49. doi: 10.1080/00043125.2016.1224873
  • Newell, W. H., Doty, W. G., & Klein, J. T. (1990). Interdisciplinary curriculum development. Issues in Interdisciplinary Studies. Okcu, C. (2022). Psychodynamically Oriented Art Therapy. Turkish Journal of Integrative Psychotherapy, 5(10), 31-41. Okvuran, A. (2023). Introduction to the psychology of art, its scope and limitations. Ankara University Journal of Faculty of Fine Arts, 5(1), 420-430. Parlar, H. (2012). Information society, change and new educational paradigm. Yalova Journal of Social Sciences, 2(4). Solso, R. L. (2003). The psychology of art and the evolution of the conscious brain.
  • Suraco, T. L. (2006). An interdisciplinary approach in the art education curriculum. doi: 10.57709/1062139 Saurykova, Z. M., Ybyraimzhanov, K., & Mailybaeva, G. (2018). Implementation of interdisciplinary relationships in education on the basis of science integration. Opción: Revista de Ciencias Humanas y Sociales, (85), 353-385. Wojtkowski, S. (2009). Jung’s “art complex.”. ARAS/Art and psyche online journal, 3, 1-37. Wainwright, W. J. (2021). Mysticism. The Encyclopedia of Philosophy of Religion, 1-10. doi: 10.1002/9781119009924.eopr0255 Yılmaz, T. (2017). Art and artistic practices in clinical psychology. Tykhe Art and Design Journal, 2(2), 32-43.
There are 6 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Manuscripts
Authors

Adnan Yalım 0000-0002-9503-796X

Ahmet Göktuğ Kılıç 0000-0002-2831-789X

Publication Date October 16, 2023
Submission Date May 9, 2023
Acceptance Date October 4, 2023
Published in Issue Year 2023

Cite

APA Yalım, A., & Kılıç, A. G. (2023). Examining Psychology in the Context of Interdisciplinary Integration in Art Education. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 10(20), 92-100. https://doi.org/10.29129/inujgse.1294383