Research Article
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Investigating Visual Art Activities in Early Childhood Education

Year 2018, Volume: 26 Issue: 2, 403 - 412, 15.03.2018
https://doi.org/10.24106/kefdergi.347947

Abstract



The aim of this study
was to investigate visual art education presented to 5-year-old children in
terms of kind of activities, variety of materials, teacher’s artistical orientation,
and child involvement. 45 classrooms were observed for four hours.  Results revealed that teachers mostly used
paper, painting, three-dimensional, and drawing activities. However, children
were most highly involved in integrated activities. As a material, paint and
paper were mostly used, but children were more interested in using
recyclable and
molding materials together. Finally, it was observed that teachers mostly displayed
the production orientation, however, children were more engaged in activities
planned by teachers in the little-intervention orientation.




References

  • Abacı, O. (2003). Okul öncesi eğitim kurumlarında görsel sanat eğitimi. M. Sevinç (Ed). Erken çocuklukta gelişim ve eğitimde yeni yaklaşımlar (s. 257-267 ). İstanbul: Morpa Yayınları.
  • Alter, F., Hays, T., & O'Hara, R. (2009). Creative arts teaching and practice: Critical reflections of primary school teachers in Australia. International Journal of Education & The Arts, 10(9). Erşim:30.09.2016, http://www.ijea.org/v10n9/.
  • Bae, J. H. (2004). Learning to teach visual arts in an early childhood classroom: The teacher's role as a guide. Early Childhood Education Journal, 31(4), 247-254.
  • Bilbrey, C., Vorhaus, B., Farran, D. C., & Shufelt, S. (2007). Teacher observation in prekin-dergarten classrooms. Unpublished manuscript. Nashville, TN: Vanderbilt University.
  • Bresler, L. (1993). Three orientations to arts in primary grades: Implications for curriculum reform. Arts Education Policy Review, 94(6), 29-34.
  • Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts integration fra-meworks, research, and practice. Washington, DC: Arts Education Partnership.
  • Castro, S., Granlund, M., & Almqvist, L. (2015). The relationship between clasroom quality-related variables and engagement levels in Swedish preschool classrooms: A longitudinal study. European Early Childhood Education Research Journal, 1-14.
  • Çelik, M., & Yazar, A. (2009). Okul öncesi eğitim kurumlarında uygulanan sanat etkinliklerinde kullanılan yoğurma maddelerine ilişkin öğretmen görüşleri. Atatürk Üniversitesi Güzel Sanat-lar Fakültesi Sanat Dergisi, 16, 45-51.
  • Çetingöz, D. (2012). Anasınıfı öğretmenlerinin yaratıcı etkinlikler planlamaya ilişkin görüşleri-nin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 1-10.
  • Dawn, B. (2013). Art integration and cognitive development. Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1), 1-15.
  • De Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teacher interaction behaviors in early childhood classrooms. Early Childhood Research Quar-terly, 15, 247-268.
  • Ewing, R. (2011). The arts and Australian education: Realising potential. Camberwell, Victo-ria: ACER Press, Australian Council for Educational Research.
  • Farran, D. C. (2003). Narrative record of preschool classroom observations. Unpublished manuscript. Nashville, TN: Vanderbilt University.
  • Gunn, A. C. (1998). Visual art education in early childhood centres: Teachers’ beliefs and practices. Unpublished master’s thesis. Canterbury University.
  • Gunn, A. C. (2000). Teachers’ beliefs in relation to visual art education in early childhood centres. New Zealand Research in Early Childhood Education, 3, 153-162.
  • Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, child-ren’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381-404.
  • İlhan, A. (2005). Okulöncesinde sanatlar eğitimi ve drama. A. Öztürk (Ed.). Çocukta yaratıcılık ve drama. (s. 247-260). Eskişehir: Anadolu Üniversitesi.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi (20. bs.). Ankara: Nobel Yayın Dağıtım.
  • Khan, A. U., Choudhary, A., & Barodiya, P. (2015). Impact of art on child development and struggling learners. Abhinav National Monthly Refereed Journal of Research in Arts & Edu-cation, 4(5), 1-5.
  • Kim, H, Park, E., & Lee, J. (2001). “All done! Take it home”. Then into a trashcan? Displaying and using children’s art projects. Early Childhood Education Journal, 29(1), 41-50.
  • Koçer, H. (2012). The evaluation of the art activities applied in preschool education programmes in terms of self-expression opportunity given to child. Procedia - Social and Behavioral Sci-ences, 51, 289-295.
  • Kontos, S., & Keyes, L. (1999). An ecobehavioral analysis of early childhood classrooms. Early Childhood Research Quarterly, 14, 35-50.
  • Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eight grade? Journal of Educational Psychology, 101, 190-206.
  • LaJevic, L. (2013). Arts integration: What is really happening in the elementary classroom? Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1), 1-28.
  • McCormick, L., Noonan, M. J., & Heck, R. (1998). Variables affecting engagement in inclusive preschool classrooms. Journal of Early Intervention, 21, 160-176.
  • McGarity, J. R., & Butts, D. P. (1984). The relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students of varying aptitude. Journal of Research in Science Teaching, 21, 55-61.
  • McKean, B. (2000). Arts every day: Classroom teachers' orientations toward arts education. Arts and Learning Research, 16(1), 177-194.
  • McLennan, D. M. P. (2010). Process or product? The argument for aesthetic exploration in the early years. Early Childhood Education, 38, 81–85.
  • McWilliam, R. A., Trivette, C. M., & Dunst, C. J. (1985). Behavior engagement as a measure of the efficacy of early intervention. Analysis and Intervention in Developmental Disabilities, 5, 59-71.
  • McWilliam, R. A., & Ware, W. B. (1994). The reliability of observations of young children’s engagement: An application of generalizability theory. Journal of Early Intervention, 18, 34-47.
  • Nikoltsos, C. (2000). The art of teaching art in early childhood education. Paper originally presented as a part of a lecture series given to an early childhood practitioners'-kindergarten teachers' in training program. Aristotle University, Thessaloniki, Greece. http://files.eric.ed.gov/fulltext/ED443575.pdf
  • Odom, S. L., & Bailey, D. B. (2001). Inclusive preschool programs: Classroom ecology and child outcomes. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change, (s. 253-276). Baltimore: Brooks.
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. Electronic Journal of Vocational Colleges, 79-85.
  • Öztürk, E., & Erden, T. F. (2011). Turkish preschool teachers' beliefs on integrated curriculum: integration of visual arts with other activities, Early Child Development and Care, 181(7), 891-907.
  • Özyürek, A., & Aydoğan, Y. (2011). Okul öncesi öğretmenlerinin serbest zaman etkinliklerine ilişkin uygulamalarının incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22, 41-58.
  • Parlakyıldız, B., & Yıldızbaş, F. (2006). Okulöncesi sanat etkinliklerinde artık materyallerin kullanılmasına ilişkin öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Sayı 6, Bolu.
  • Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education & Development, 12, 209-224.
  • Rusanen, S., Pusa, T., & Mäenpää, T. (2015). Visual arts education and the diverse professional identities of kindergarten teachers. The European Journal of Social and Behavioural Sciences, 12(1), 1675-1682.
  • Spodek, B. (1993). Selecting activities in the arts for early childhood education. Arts Education Policy Review, 94(6), 11-17.
  • Striker, S. (2005). Çocuklarda sanat eğitimi (A. Akın, Çev.). İstanbul: Epsilon Yayınları.
  • Stott, J. (2011). Teaching visual arts: Putting theory into practice. He Kupa, 2(4), 34-40. Erişim: 30.09.2014, http://www.hekupu.ac.nz/Journal%20files/Issuel%20March%202011/
  • Teaching%20visual%20arts%20putting%20theory%20into%20practice.pdf
  • Wong, K. M. B. (2007). Conceptions of art in Hong Kong preschool children. Australian Journal of Early Childhood, 32(4), 31-36.
  • Yılmaz, M., & Özler, H. (2011, Nisan). Anaokulu öğretmenleri tarafından çocuklara yaptırılan görsel sanat çalışmalarının yaratıcılık açısında değerlendirilmesi. I. Sanat ve Tasarım Eğitimi Sempozyumu, Dün Bugün Gelecek’de sunulmuş bildiri. Ankara.
  • Yılmaz, M. (2015). Toplumun sanat kültürünün biçimlenmesinde taklit, kopya ve şablon çalışmalarla yetişen nesillerin etkisi. Akdeniz Sanat Dergisi, 8(15), 104-112.

Okul Öncesi Eğitimde Görsel Sanat Etkinliklerinin İncelenmesi

Year 2018, Volume: 26 Issue: 2, 403 - 412, 15.03.2018
https://doi.org/10.24106/kefdergi.347947

Abstract



Bu çalışmanın amacı, 5
yaş grubu çocuklara sunulan görsel sanat eğitimini, etkinlik türü araç gereç
çeşitliliği, öğretmenin sanatsal yönelimi ve çocukların etkinliklere gösterdikleri
ilgi boyutlarında incelemektir. Bu amaçla 45 sınıf dört saat süre ile
gözlemlenmiştir. Bulgular, sınıflarda en fazla kâğıt, boyama, üç boyutlu ve çizim/resim
çalışmalarına yer verildiğini ancak çocukların en fazla bütünleştirilmiş
çalışmalara ilgi duyduklarını göstermektedir. Araç gereç olarak en fazla boya
ve kâğıdın kullanıldığı ancak artık materyal ve yoğurma maddesinin bir arada
kullanıldığı etkinliklere çocukların daha fazla ilgi gösterdikleri bulunmuştur.
Son olarak, öğretmenlerin çoğunlukla ürün odaklı yönelim sergiledikleri ama
çocukların yapılandırılmamış yönelime sahip öğretmenlerin etkinliklerine daha
fazla ilgi gösterdikleri gözlemlenmiştir.



References

  • Abacı, O. (2003). Okul öncesi eğitim kurumlarında görsel sanat eğitimi. M. Sevinç (Ed). Erken çocuklukta gelişim ve eğitimde yeni yaklaşımlar (s. 257-267 ). İstanbul: Morpa Yayınları.
  • Alter, F., Hays, T., & O'Hara, R. (2009). Creative arts teaching and practice: Critical reflections of primary school teachers in Australia. International Journal of Education & The Arts, 10(9). Erşim:30.09.2016, http://www.ijea.org/v10n9/.
  • Bae, J. H. (2004). Learning to teach visual arts in an early childhood classroom: The teacher's role as a guide. Early Childhood Education Journal, 31(4), 247-254.
  • Bilbrey, C., Vorhaus, B., Farran, D. C., & Shufelt, S. (2007). Teacher observation in prekin-dergarten classrooms. Unpublished manuscript. Nashville, TN: Vanderbilt University.
  • Bresler, L. (1993). Three orientations to arts in primary grades: Implications for curriculum reform. Arts Education Policy Review, 94(6), 29-34.
  • Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts integration fra-meworks, research, and practice. Washington, DC: Arts Education Partnership.
  • Castro, S., Granlund, M., & Almqvist, L. (2015). The relationship between clasroom quality-related variables and engagement levels in Swedish preschool classrooms: A longitudinal study. European Early Childhood Education Research Journal, 1-14.
  • Çelik, M., & Yazar, A. (2009). Okul öncesi eğitim kurumlarında uygulanan sanat etkinliklerinde kullanılan yoğurma maddelerine ilişkin öğretmen görüşleri. Atatürk Üniversitesi Güzel Sanat-lar Fakültesi Sanat Dergisi, 16, 45-51.
  • Çetingöz, D. (2012). Anasınıfı öğretmenlerinin yaratıcı etkinlikler planlamaya ilişkin görüşleri-nin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 1-10.
  • Dawn, B. (2013). Art integration and cognitive development. Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1), 1-15.
  • De Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teacher interaction behaviors in early childhood classrooms. Early Childhood Research Quar-terly, 15, 247-268.
  • Ewing, R. (2011). The arts and Australian education: Realising potential. Camberwell, Victo-ria: ACER Press, Australian Council for Educational Research.
  • Farran, D. C. (2003). Narrative record of preschool classroom observations. Unpublished manuscript. Nashville, TN: Vanderbilt University.
  • Gunn, A. C. (1998). Visual art education in early childhood centres: Teachers’ beliefs and practices. Unpublished master’s thesis. Canterbury University.
  • Gunn, A. C. (2000). Teachers’ beliefs in relation to visual art education in early childhood centres. New Zealand Research in Early Childhood Education, 3, 153-162.
  • Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, child-ren’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381-404.
  • İlhan, A. (2005). Okulöncesinde sanatlar eğitimi ve drama. A. Öztürk (Ed.). Çocukta yaratıcılık ve drama. (s. 247-260). Eskişehir: Anadolu Üniversitesi.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi (20. bs.). Ankara: Nobel Yayın Dağıtım.
  • Khan, A. U., Choudhary, A., & Barodiya, P. (2015). Impact of art on child development and struggling learners. Abhinav National Monthly Refereed Journal of Research in Arts & Edu-cation, 4(5), 1-5.
  • Kim, H, Park, E., & Lee, J. (2001). “All done! Take it home”. Then into a trashcan? Displaying and using children’s art projects. Early Childhood Education Journal, 29(1), 41-50.
  • Koçer, H. (2012). The evaluation of the art activities applied in preschool education programmes in terms of self-expression opportunity given to child. Procedia - Social and Behavioral Sci-ences, 51, 289-295.
  • Kontos, S., & Keyes, L. (1999). An ecobehavioral analysis of early childhood classrooms. Early Childhood Research Quarterly, 14, 35-50.
  • Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eight grade? Journal of Educational Psychology, 101, 190-206.
  • LaJevic, L. (2013). Arts integration: What is really happening in the elementary classroom? Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1), 1-28.
  • McCormick, L., Noonan, M. J., & Heck, R. (1998). Variables affecting engagement in inclusive preschool classrooms. Journal of Early Intervention, 21, 160-176.
  • McGarity, J. R., & Butts, D. P. (1984). The relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students of varying aptitude. Journal of Research in Science Teaching, 21, 55-61.
  • McKean, B. (2000). Arts every day: Classroom teachers' orientations toward arts education. Arts and Learning Research, 16(1), 177-194.
  • McLennan, D. M. P. (2010). Process or product? The argument for aesthetic exploration in the early years. Early Childhood Education, 38, 81–85.
  • McWilliam, R. A., Trivette, C. M., & Dunst, C. J. (1985). Behavior engagement as a measure of the efficacy of early intervention. Analysis and Intervention in Developmental Disabilities, 5, 59-71.
  • McWilliam, R. A., & Ware, W. B. (1994). The reliability of observations of young children’s engagement: An application of generalizability theory. Journal of Early Intervention, 18, 34-47.
  • Nikoltsos, C. (2000). The art of teaching art in early childhood education. Paper originally presented as a part of a lecture series given to an early childhood practitioners'-kindergarten teachers' in training program. Aristotle University, Thessaloniki, Greece. http://files.eric.ed.gov/fulltext/ED443575.pdf
  • Odom, S. L., & Bailey, D. B. (2001). Inclusive preschool programs: Classroom ecology and child outcomes. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change, (s. 253-276). Baltimore: Brooks.
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. Electronic Journal of Vocational Colleges, 79-85.
  • Öztürk, E., & Erden, T. F. (2011). Turkish preschool teachers' beliefs on integrated curriculum: integration of visual arts with other activities, Early Child Development and Care, 181(7), 891-907.
  • Özyürek, A., & Aydoğan, Y. (2011). Okul öncesi öğretmenlerinin serbest zaman etkinliklerine ilişkin uygulamalarının incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22, 41-58.
  • Parlakyıldız, B., & Yıldızbaş, F. (2006). Okulöncesi sanat etkinliklerinde artık materyallerin kullanılmasına ilişkin öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Sayı 6, Bolu.
  • Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education & Development, 12, 209-224.
  • Rusanen, S., Pusa, T., & Mäenpää, T. (2015). Visual arts education and the diverse professional identities of kindergarten teachers. The European Journal of Social and Behavioural Sciences, 12(1), 1675-1682.
  • Spodek, B. (1993). Selecting activities in the arts for early childhood education. Arts Education Policy Review, 94(6), 11-17.
  • Striker, S. (2005). Çocuklarda sanat eğitimi (A. Akın, Çev.). İstanbul: Epsilon Yayınları.
  • Stott, J. (2011). Teaching visual arts: Putting theory into practice. He Kupa, 2(4), 34-40. Erişim: 30.09.2014, http://www.hekupu.ac.nz/Journal%20files/Issuel%20March%202011/
  • Teaching%20visual%20arts%20putting%20theory%20into%20practice.pdf
  • Wong, K. M. B. (2007). Conceptions of art in Hong Kong preschool children. Australian Journal of Early Childhood, 32(4), 31-36.
  • Yılmaz, M., & Özler, H. (2011, Nisan). Anaokulu öğretmenleri tarafından çocuklara yaptırılan görsel sanat çalışmalarının yaratıcılık açısında değerlendirilmesi. I. Sanat ve Tasarım Eğitimi Sempozyumu, Dün Bugün Gelecek’de sunulmuş bildiri. Ankara.
  • Yılmaz, M. (2015). Toplumun sanat kültürünün biçimlenmesinde taklit, kopya ve şablon çalışmalarla yetişen nesillerin etkisi. Akdeniz Sanat Dergisi, 8(15), 104-112.
There are 45 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Other ID 1619
Journal Section Review Article
Authors

Canan Avcı

Gülseren Sağsöz This is me

Publication Date March 15, 2018
Acceptance Date May 29, 2017
Published in Issue Year 2018 Volume: 26 Issue: 2

Cite

APA Avcı, C., & Sağsöz, G. (2018). Okul Öncesi Eğitimde Görsel Sanat Etkinliklerinin İncelenmesi. Kastamonu Eğitim Dergisi, 26(2), 403-412. https://doi.org/10.24106/kefdergi.347947

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