Teacher Candidates' Views about Land Art in Geographical Education

Year 2020, Volume: 10 Issue: 4, 549 - 583, 31.12.2020

Cengiz Kayacılar , Ayten Karaca

https://doi.org/10.33403/rigeo.728807

Abstract

This study aims to present the views of teacher candidates about the use of Land Art in geographical education, which is an aesthetic application of spatial knowledge. The main reasons for the birth of this research relate to the lack of studies conducted on the use of Land Art practices in the educational environment, together with the idea that its use will contribute to geographical education. In the 2018 – 2019 academic year, during Spring semester, 23 teacher candidates participated in the study. This working group took the second grade mountain-geography elective course for a Social Studies teaching program at a Faculty of Education in a Turkish university. This research, in which teacher candidates worked in five separate groups to create a land art product, was conducted in the field at Niğde Aladağlar National Park-Emli Valley. At the end of the fieldwork, opinions of the teacher candidates about the land art activity were obtained through inviting their responses to an open-ended questionnaire. Descriptive analysis of the survey data reveal five separate categories including: ‘the status of participant knowledge about land art’; ‘land art, and formats able to make us of land art in the teaching of Geography in Social Studies’; ‘association of art with other disciplines’; ‘contribution of Land Art to the teaching of Geography in Social Studies’; and ‘Land Art that participants choose as an activity in their professional lives outside of school’. At the end of the field applications, each group filled out the Land Art Product Evaluation Form as the second data collection tool of the research. As a result of the findings obtained, it was observed for the first time that teacher candidates had knowledge about Land Art and its effectiveness in teaching. In the study, it was found that teacher candidates associated Land Art activities with nine courses: Geography; Art and aesthetics; History; Science; Anthropology; Social Studies; Sociology; Archaeology; and Philosophy. Based on results from the second data collection tool, teacher candidates evaluated Land Art activities as ‘very useful’ and ‘useful’ in educational environments. At the end of the study, it was observed that all teacher candidates would prefer Land Art activities in their professional lives for various reasons. such as providing permanent learning, providing a fun learning environment, and making the student an active and willing learner.

Keywords

Land Art Activities, Field work, Social Studies Teacher Candidates, Geographical Education

References

• Aktın, K. (2020). Reflection on out-of-school education activities from the textbooks to the Social Studies Curriculum. Review of International Geographical Education (RIGEO), 10(3), 373-399. Retrieved from: http://www.rigeo.org/vol10no3/Number3Summer/RIGEO-V10-N3-6.pdf. . doi: 10.33403rigeo.705615
• Alıcı, Ş. (2019). Analyzing the relation between students' interestin art and their style for handling stress infaculty of education. (Unpublished master thesis). Erzincan Binali Yıldırım University Institute of Social Sciences, Erzincan. Retrieved from: https://tez.yok.gov.tr
• Andy Goldsworthy Digital Catalogue. (1986). Woven branch circular arch Langholm, Dumfriesshire [DVD]. Retrieved from: https://www.goldsworthy.cc.gla.ac.uk/image/?id=ag_03744
• Artvinli, E., & Demir, Z. M. (2018). A study of developing an environmental attitude scale for primary school students. Journal of Education in Science, Environment and Health (JESEH), 4(1), 32-45. DOI:10.21891/jeseh.387478
• Artvinli, E. (2010). Configuring of geography lessons: Design of a lesson based on action research. Marmara Geographical Journal, 21, 184-218.
• Aslanides C. D., Kalfa, V., Athanasiadou, S., Gianelos, Z. & Karapatsias, V. (2016, September). Advantages, disadvantages and the viability of project-based learning ıntegration in engineering studies curriculum: the Greek case. Paper presented at the meeting of 44th SEFI Conference, Finland.
• Avşar, S. (2010). Geography subject in secondary school social studies of the use of student achievement effects of ınstructional materials (Karabük province example). (Unpublished master thesis). Selçuk University Institute of Educational Sciences, Konya. Retrieved from: https://tez.yok.gov.tr
• Aydın, A. (2014). Earth art in Turkey. (Unpublished master thesis). Gazi University Graduate School of Fine Arts, Ankara. Retrieved from: https://tez.yok.gov.tr
• Beyoğlu, A. (2015). Land art and contribution to education of contemporary art: New style in nature and space integration. TOJET: The Turkish Online Journal of Educational Technology, Special Issue 2, 347-355. ISSN: 2146-7242
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods (Rev. Ed. 12th ed.). Ankara: Pegem Akademi.
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2th ed.). USA: SAGE Publications.
• Çapar, M. (2015). A study on andy goldsworthy’s using nature as an artistic material (the case of Çukurova University). Journal of Çukurova Research, 1(1), 165-177.
• Çapar, T. (2012). The impact of effective use of materials by geography teachers on students levels of attitude, academic success and ability to remember: İzmir case study. (Unpublished docoral thesis). Dokuz Eylül University Institute of Educational Sciences, İzmir. Retrieved from: https://tez.yok.gov.tr
• Çınar, H. S., & Yirmibeşoğlu, F. (2019). Art formed on land; land-art. In O. Boydaş & S. Ödemiş (Eds.), Research articles in the field of fine arts. (pp. 69-82). Ankara: Gece Akademi.
• Çırak Karadağ, S. (2019). Psychosocial achievements of social studies teacher candidates in outdoor geography courses. Review of International Geographical Education Online (RIGEO), 9(3), 663-677. Retrieved from http://www.rigeo.org/vol9no3/Number3Winter/RIGEO-V9-N3-10.pdf
• Demiralp, N. (2007). Materials in geography education and the geography curriculum 2005. Kastamonu Education Journal, 15(1), 373-384.
• Doğanay, H., & Sever, R. (2011). General and physical geography (10th Edition). Ankara: Pegem Akademi.
• Duran, E. M. (2015). The concept of nature in the 21st. century painting. (Unpublished master thesis). Çanakkale Onsekiz Mart University Institute of Social Sciences, Çanakkale. Retrieved from: https://tez.yok.gov.tr
• Efthymia, G., Vasiliki, G., & Konstadinos, C. (2012). Implications of the land art training for kindergarten teacher trainees on their ınterdisciplinary teaching practices. US-China Education Review, 12, 1021-1025. ISSN 1548-6613
• Fly, J. M. (2010). A Place-Based Model for K-12 Education in Tennessee. Retrieved from: https://moam.info/the-place-based-education-model-the-university-of-tennessee-_598af31c1723ddcd698896f5.html#:~:text=Place%2DBased%20Education%20(PBE),curriculum%20(Sobel%2C%202005).
• Gökçe, N. (2009). Project on preparing instructional material for general and physical geography. lnternational Journal of Geography and Geography Education (Marmara Geographical Journal), 20, 20-41.
• Hancock, D. R. & Algozzine, B. (2006). Doing case study research: a practical guide for beginning researchers. Teachers College Press, 1234 Amsterdam Avenue, New York.
• Kedik, A. S. (1999). Land art in the context of the changing view of the relationship between art and audience and the concept of time. Retrieved from: https://earsiv.anadolu.edu.tr/xmlui/bitstream/handle/11421/1232/141077.pdf?sequence=1&isAllowed=y
• Kedik, A. S. (2010). Richard long: allusions of a walk. Art and Design Journal, 1(5), 107-120.
• Kıy Can, S. (2009). The effect on the success of the students by using material in social lesson 4th and 5th classes in primary school (Kars province example). (Unpublished master thesis). Kafkas University Institute of Social Sciences, Kars. Retrieved from: https://tez.yok.gov.tr
• Lanzani, L. F. (2013). Land art as a landscape opportunity? Land art as a new form of landscape research. Retrieved from: https://www.l2arch.com/ATM2103_LANZANI%20Lorenzo%20Francesco_Land%20art%20as%20a%20landscape%20opportunity.pdf.
• MEB [Ministry of National Education] (2018). Social Studies Curriculum (Primary School and Secondary School 4th, 5th, 6th and 7th Grades). Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=354.
• Mergin, A. (2018). The language and space relationship between duration, process and representation process in the context of the land art and the space: the existing life of artist. (Unpublished master thesis). Işık University Institute of Social Sciences, İstanbul. Retrieved from: https://tez.yok.gov.tr
• Nichols, D. R. (1982). Outdoor educators: the need to become credible. The Journal of Environmental Education, 14(1), 1-3.
• Özayten, N. (1992). In west object art/ conceptual art/ post-conceptual art and related trends between 1965-1992 year in Turkey. (Unpublished doctoral thesis). İstanbul University Institute of Educational Sciences, İstanbul. Retrieved from: https://tez.yok.gov.tr
• Renkçi Taştan, T. (2016). Artists and works within the art, nature and technology. İdil, 5(19), 169-180.
• Rigaud, A. (2012). Disorienting geographies: land art and the American myth of discovery. Miranda [Online]-Open Edition Journals, 6, 1-15. Retrieved from: https://journals.openedition.org/miranda/2955.
• Rogers, A. (n. d.) Land art: gift. Retrieved from: https://www.andrewrogers.org/land-art/turkey/the-gift/ Solberg, I. (2016). Land art in preschools. An art practice. International Journal of Education & the Arts, 17(21). Retrieved from: http://www.ijea.org/v17n21/.
• Stathopoulou, P. (1997). Teaching about environment through art. Retrieved from: http://www.naturearteducation.org/Articles/Pani%20Stathopoulou%20article.pdf?origin=publication_detail
• Tandoğan, O., & Erdi Es, B. (2018). Land art around the world and in Turkey. İdil, 7(51), 1359-1368.
• Taşkesen, S. (2014). A study on the relation between personaity type of students of high school and their interest in art. (Unpublished master thesis). Gazi University Institute of Educational Sciences, Ankara. Retrieved from: https://tez.yok.gov.tr
• Topaç, V. (2015, 27 March). Some of my works. [Blog post]. Retrieved from: http://vtopac.blogspot.com/ Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation. Retrieved from: https://pdfs.semanticscholar.org/8d83/f329aac63db3c67599f76323e37ace4a53bd.pdf?_ga=2.81674768.686612637.1596488910-1779662419.1596488910
• Tilki, H. (2018). The fall of the wall and land art. Tykhe Art and Design Journal, 3(5), 308-324.
• Uzunokur, O. (2011). A general overwiew to land art on the axis of andy goldsworthy. (Unpublished master thesis). Işık University Institute of Social Sciences, İstanbul. Retrieved from: https://tez.yok.gov.tr
• Üçışık, S., Ünlü, M., & Özey, R. (2002). Importance of photographs in geography educatıon and instruction. lnternational Journal of Geography and Geography Education (Marmara Geographical Journal), 5, 1-8. Retrieved from: https://dergipark.org.tr/tr/pub/marucog/issue/452/567512
• Wood, D. F. (2003). Problem based learning. British Medical Journal, 326, 328-330.
• Yağmur, Ö. (2016). Art of the nature shaping: Land Art. İdil, 5(27), 1977-1988.
• Yazıcı, Ö. (2017). Integration of pebble art in teaching geography. The Journal of Social Science, 4(18), 406-427
• Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences (11th ed.). Ankara: Seçkin Yayıncılık.
• Zachariou, A., & Valanides, N. (2006). Education for sustainable development: the impact of an out-door program on student teachers. Science Education International, 17(3), 187-203.