Görsel sanatlar eğitiminde ideoloji tartışmaları temelinde görsel kültür kuramı ve materyal kültürü

Year 2021, Volume: 8 Issue: 2, 198 - 221, 31.08.2021

Rasim Basak

https://doi.org/10.30900/kafkasegt.957360

Cited By: 2

Abstract

Bu makalede, görsel sanatlar eğitiminde yaygınlaşan bir kuram olan Görsel Kültür Kuramı ile birlikte, içerik olarak ona benzerlik taşıyan, ancak kavramsal temel prensipleri bakımından oldukça farklı bir alan olan Materyal Kültürü Araştırmaları incelenmiş, tarihsel kökleri bağlamında iki yaklaşıma yönelik eleştiriler ve kıyaslamalar ortaya konulmuştur. Ülkemizde pek bahsedilmemekle beraber, Görsel Kültür Kuramı’nın ideolojik gizli bir gündeme hizmet ettiği görüşü, uzun zamandır yaygın olarak tartışılmaktadır. Görsel Kültür Kuramı, Frankfurt Okulu’ndan doğan Eleştirel Kuram bağlantılı gizli Neo-Marxist veya Kültürel Marxist bir yaklaşım olmakla eleştirilen, kimilerine göre ise sadece postmodernist bir yaklaşım olan bir sanat eğitimi kuramıdır. Kurama getirilen yaygın eleştirilerden bir diğeri ise atölye uygulamaları konusundaki içerik yetersizliğidir. Tartışmalı bir sanat eğitimi kuramı olan Görsel Kültür Kuramı’nın, kavramsal temelleri ve içeriği bakımından Türkiye’de yaygın olarak pek anlaşılmadığı görülmektedir. Ülkemizde kuramın sadece tüketici toplumu, popüler kültür, kapitalist pazarlama yöntemleri, medya ve iletişim gibi boyutlarının ele alındığı görülmektedir. Bunun sebebi olarak Frankfurt Okulu temelli gizli kuramsal yöntem ve stratejiler ve bunun yanında politik teorilerin sanat eğitimi alanında pek bilinmemesi görülebilir. Materyal Kültürü Araştırmaları alanı bu tartışmaların dışındadır. Diğer taraftan siyasî boyutunun gizlenmesinde kuramın adının ‘Görsel Kültür’ olmasının rolü ve katkısı olduğu da düşünülmektedir. Bu araştırmada Görsel Kültür Kuramı’na yönelik görüşler ve kuramın içeriği hakkında tartışmalar ele alınmıştır. İdeolojik amaçlı olmakla eleştirilse de, pedagojik bir yöntem olarak sanat eğitimi alanına önemli katkılar sağladığı açık olan bu kuramın içeriği ve kuram hakkındaki tartışmalardan yola çıkılarak Milli Eğitim Sistemimiz içerisinde bu kuramın ülkemizdeki uygulanabilirliği de kuramsal bakımdan incelenmiştir.

Keywords

Maddi kültür, sanat eğitimi, eleştirel kuram, postmodernizm

Visual culture theory and material culture in art education within the scope of ideological discussions

Abstract

In this study, Visual Culture Theory in art education and Material Culture, which is very similar to Visual Culture in content were examined. Both approaches were compared and evaluated in their contents and fundamentals in an historical manner. Although, it has not been commonly considered in Turkey, Visual Culture Theory, specifically; has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless it is also viewed as being just another recent postmodernist approach. One of the critiques of Visual Culture is its having very limited studio and art practices or not having at all. As being a controversial theoretical account, Visual Culture approach seems widely not to be understood in its conceptual frame, content and fundamentals among art teachers in Turkey. It is observed that Visual Culture practices commonly focused on consumer society, capitalist marketing strategies, media and communication aspects in Turkey. The political theories are commonly unknown and therefore usually not considered in education literature. The Critical Theory philosophy and political strategies born in the Frankfurt School could be identified as the rationale behind the Visual Culture Theory. On the other hand, the Material Culture Studies is exempt from these discussions. The name ‘Visual Culture’ is also claimed to cause misunderstandings since the term ‘visual culture’ has very common uses in daily language meaning other things than the content of Visual Culture Theory. The controversial approaches, critiques and discussions about the Visual Culture Theory have also been investigated. Even though, having been criticized as an ideologically oriented theory, Visual Culture Theory clearly contributes to the field at great extent. The content and fundamentals of Visual Culture Theory and its feasibility in terms of application and practices in Turkish national art education curricula is also discussed in this study.

Keywords

VCAE, DBAE, critical theory, postmodernism

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