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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Alexander, H. A. (2003). Aesthetic inquiry in education: community, transcendence, and the meaning of pedagogy source, The Journal of Aesthetic Education, 37(2), 1-18. https://www.jstor.org/stable/352745.
2. Barrett, T. (2022). Art production, Hayalperest.
3. Baynes, K. (2016). Art in society, Yapı Kredi.
4. Certeau, M. (2008). The practice of everyday life I. Dost. (Original first publication date 1988).
5. Costes-Onishi P. & Kwek, D. (2023). Technical skills vs meaning-making: Teacher competencies and strength of inquiry-based learning in aesthetic inquiry, Teaching and Teacher Education, 130, 104152, https://doi.org/10.1016/j.tate.2023.104152.
6. Dias, J. S. & Loução, D. (2015). The emergence of aesthetic in everyday life when from emerges from chaos, International E-Journal of Advances in Social Sciences, I (2), 94. https://doi.org/10.18769/ijasos.39857.
7. Dewey, J. (2005). Art as experience. The Berkley Publishing Group. (Original first published 1934).
8. Dewey, J. (2021). Art as experience. VakıfBank. (Original first published 1934).

9. Eisner, E. W. (2001). Should we create new aims for art education? Art Education, National Art Education Association Stable, 54(5), 6-10. https://www.jstor.org/stable/3193929
10. Eroğlu, A. (2017). Experience and art in John Dewey. Hiperyayın.
11. Greene, M. (2007). Aesthetic as research, https://maxinegreene.org/uploads/library/aesthetics_r.pdf
12. Greene, M. (2001). Variations on a Blue Guitar: The Lincoln Center Institute lectures on aesthetic education. Teachers College Press.
13. Greene, M. (1995). Releasing the imagination: essays on education, the arts and social change. Jossey Bass Publishers.
14. Griner, J. E. (2019). Art and the everyday: Walking as an interactive method for developing visual and aesthetic awareness, [Doctoral dissertation, Columbia University] https://academiccommons.columbia.edu/doi/10.7916/d8-vh59-2d87
15. Grierson, E. M. (2017). Re-imagining learning through art as experience: An aesthetic approach to education for life, Educational Philosophy and Theory, 49(13), 1246–1256. https://doi.org/10.1080/00131857.2017.1284037
16. Gulla, A. N. (2018). Aesthetic inquiry: Teaching under the influence of Maxine Greene. The High School Journal, 101(2), 108–115. https://doi.org/10.1353/hsj.2018.0004
17. Highmore, B. (2010). Ordinary lives: Studies in the everyday. Routledge. https://www.academia.edu/35567016/Ordinary_Lives_Studies_in_the_Everyday
18. House, T. L. (2009). Art education making authentic connections between art and life: An evolution of student engagement in the process of learning art in an elementary classroom (140 pp.) [Unpublished Master Thesis], The College of Fine Arts of Ohio University https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=ohiou1213021116&disposition=inline
19. Johnson, A. P. (2015). Action research handbook. (Y. Uzuner, & M. Özten Anay, Trans. Eds). Anı (Original first edition 2011).
20. Kraehe, A. M. & Brown, K. D. (2011). Awakening teachers’ capacities for social justice with/ in arts-based inquiries, Equity & Excellence in Education, 44(4), 488-511. https://10.1080/ 10665684.2011.610682
21. Lee, S. (2022). Aesthetic experience in teacher education (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/115340
22. Lefebvre, H. (2019). Critique of Everyday Life I, 5th Edition, Translated by Işık Ergüden, Sel Publishing. (Original publication date 1947).
23. Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health Promotion Journal of Australia, 20(2), 133-139. https://doi.org/101071/HE09133
24. Marini, G. (2021). An introduction to everyday aesthetics in Education, Studies in Philosophy and Education, 40, 39-50. https://doi.org/10.1007/s11217-020-09740-x
25. Merriam, S. B. (2015). Qualitative research: A guide to design and implementation (3rd ed.), Nobel. (Original first published in 2009).
26. Patton, M. Q. (2014). Qualitative research and evaluation methods. (Trs. Eds. M. Bütün, & S. B. Demir), Pegem. (Original first published in 1990).
27. Rose, G. (2023). Visual Methodology, İnkılap.
28. Tunalı, İ. (2008). Aesthetics, Remzi.
29. Uhrmacher, P. B. (2009). Toward a theory of aesthetic learning experiences, Curriculum Inquiry, 39(5), 613-636. https://doi.org/10.1111/j.1467-873X.2009.00462.x Higher Education Council [YÖK]. (2018). Teacher training undergraduate programme guidelines. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Resim_Is_Ogretmenligi_Lisans_Programi09042019.pdf
30. Wang, H. (2001). Aesthetic experience, the unexpected, and curriculum. Journal of Curriculum and Supervision, 17(1), 90–94. https://eds-s-ebscohost-com.offcampus.anadolu.edu.tr/eds/pdfviewer/pdfviewer?vid=0&sid=ca650628-518d-4315-92e4-64ede3a7f106%40redis Woodford, S. Resimlere bakmak, Hep Kitap.
31. Zorrilla A. & Tisdell, E. J. (2016). Art as critical public pedagogy: A qualitative study of Luis Camnitzer and his conceptual art, Adult Education Quarterly, 66(3), 273–291. https://doi.org/10.1177/0741713616645666