Görsel Sanatlar Öğretmen Adaylarının Gündelik Yaşam Sorgulamaları: Bir Durum Çalışması

Öz

Araştırma 2021 eğitim öğretimi bahar dönemi COVID-19 pandemi sürecinde gerçekleşti. Araştırma, herkesin evlerinde sınırlı alanlarda yaşamlarını sürdürdüğü özel bir dönemde yürütüldü. Bu dar alanda öğretmen adaylarının yaşamlarındaki gerçekliklerine (an’a, mekâna, duruma) odaklanmaları ve deneyimlerini öğretimin bir parçası haline getirmeleri fikri ile harekete geçildi. Araştırmanın amacı, görsel sanatlar öğretmen adaylarının gündelik yaşam deneyimlerine yönelik sorgulamalar aracılığıyla görsel sanatlar ders planlarını nasıl yaratılabileceğini ortaya koymaktır. Bu amaç kapsamında öğretmen adaylarının gündelik yaşam sorgulamalarından hareketle nasıl anlamlar yarattığı ve bu sürecin plan tasarımlarına nasıl yansıdığı, estetik deneyimler aracılığıyla gündelik yaşama yönelik nasıl sorgulamalar yarattığı ve gündelik yaşam ile görsel sanatlar öğretimini nasıl ilişki kurduğu sorularına yanıt aranmıştır. Araştırmada katılımcıların gündelik yaşamı sorgulamaları ile anlamı derinleştirerek çoklu perspektiflere ulaştığı, sanatsal sorgulama çizgileri ile odaklanacağı temayı belirlediği ve bu çizgiden hareketle deneyimlerini plan tasarımına yansıttığı ortaya çıkmıştır.

Anahtar Kelimeler

• Gündelik yaşam
• Estetik deneyim
• Estetik sorgulama
• deneyim temelli öğrenme
• görsel sanatlar eğitimi

Visual Arts Candidates’ Everyday Life Inquiry: A Case Study

Abstract

This research was conducted during the spring semester of the 2020–2021 academic year, at the height of the COVID-19 pandemic – an extraordinary time when everyone was restricted to the confines of their homes. The study was built around the notion that candidate teachers should focus on the realities of their lives (moment, place, situation) while in confinement and adapt their experiences into their teaching approaches. The study presents how candidate visual arts teachers can create lesson plans based on inquiries into everyday life experiences. To this end, the study seeks to answer the questions of how prospective teachers create meaning based on their inquiries into everyday life, how such a process can be reflected in their plan designs, how their inquiries into everyday life can be made based on aesthetic experiences, and how they do or do not associate everyday life with their teaching of visual arts. The study revealed that the participants reached multiple perspectives by deepening meaning through their inquiries into everyday life, determined their focal themes through their artistic lines of inquiry, and reflected their experiences in the plan design based on those lines.

Keywords

• Everyday life
• Aesthetic experience
• aesthetic inquiry
• visual arts education
• experience based instruction

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