Sanat Temelli Araştırma ve Yapay Olguların Okur-yazarlık Calışmalarında Hikaye Olarak Artistik ve Yaratıcı Rolü

Year 2017, Volume: 30 Issue: 2, 637 - 656, 20.12.2017

Emre Debreli Fatma Aslantürk-altıntuğ

https://doi.org/10.19171/uefad.368979

Abstract

Bu çalışma, öğrencilerin okur-yazarlık uygulamalarına uygulandıkları

anlamda sanat temelli metodolojiler üzerine tartışmalar yapmaktadır. Okul dışı

eserlerin öğrencilerin yaşamları hakkındaki hikayeleri ortaya çıkarmak ve yaratıcı ve

eleştirel düşünme becerilerini güçlendirmek için yararlı olduğu savunulmaktadır.

Öğrencilerin eserler hakkında anlattıkları farklı öykü ve anlatıların ortaya çıktığı ve

böylece sanat temelli yöntemlerin okur-yazarlık alanına uygulanmasının eğitim

araştırmacılarının öğrencilerin kimlikleri, değerleri, ve kültürel geçmişe

odaklanmaları ve öğrencilere sanatsal anlamda yaratıcılıklarını, hayal gücünü ve

kendini yansıtmayı anlatım sürecinde kullanmalarında yardımcı olduğu tartışılmıştır.

Makale boyunca multimodal okur yazarlık uygulamalarının önemi ve bu tür

uygulamaların anlatıların kullanılması yoluyla nasıl arttırılabileceği; öğrencilerin

sanata dayalı araştırmalarda eş araştırmacılar olarak öznel ve refleksif varlığını

vurgulamak için öz-refleksivite meselesi; ve sanat esasına dayanan araştırma

biçimleri olarak görsel nesneler konusu da kapsanmıştır. Nesne ve günlük objeler

üzerine başkalarının hayatlarının ve öz kimliklerinin yansımaları olarak bir tartışma

da sunulmuştur. Son olarak, sanat temelli araştırmalarda hem mod hem de orta

olmak üzere yapay edebiyatlar tartışılmıştır.

Keywords

Sanat-temelli araştırma, kişisel hikayeler, yaratıcı düşünme, okur-yazarlık araştırması

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

Abstract

This paper makes a debate on arts-based methodologies in terms of their application to literacy practices of students’ wherein out-of-school artifacts are used to reveal stories about students’ lives and strengthen their creative and critical thinking skills. It is argued that different stories and narratives emerge when we listen to students’ narrating about artifacts, thus we claim that the application of arts-based methodologies to the field of literacy would enable educational researchers to obtain useful information about students’ identities, values, and cultural backgrounds, and assist students artistically in using their creativity, imagination, and self-reflection in the narration process. Throughout the paper, the importance of multimodal literacy practices and how such practices can be enhanced through the use of narratives; the issue of self-reflexivity to emphasize students’ subjective and reflexive presence as co-researchers in arts-based inquiries; and the issue of visual objects as modes of arts-based inquiries are discussed. A discussion on artifacts and everyday objects as reflections of others’ lives and self-identities is also presented. Finally, artifactual literacies as both mode and medium in arts-based research are introduced.

Keywords

Arts-based research, narratives, critical thinking, literacy research

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