Increasing Children’s Art Awareness through Interactive Read-Aloud with Children’s Picture Books in a Multigrade Classroom
Öz
Purpose: The study aims to increase students' art awareness through children's picture books, employing an interactive read-aloud method.
Method: The participants of the study were a total of 9 students studying in a combined third and fourth-grade class. The study is a case study model conducted using a qualitative research design, document analysis, and observations. In the four-week study, four children's picture books, one of which was determined on the basis of the pattern element, were read with the interactive reading method each week. Immediately after the reading, the students were asked to create drawings inspired by the pattern element and the books. The drawings made by the students for four weeks were used as student portfolios. The data were analyzed using document analysis.
Findings: It was observed that interactive children's picture books read aloud had positive effects on increasing students' art awareness. It was observed that the students were inspired both by the visuals in the picture books and their daily lives in their drawings. It was also observed that the negative attitude towards reading changed positively.
Highlights: The children's picture books have increased students' awareness of art and positively contributed to their attitudes toward reading. Furthermore, children's picture books have enabled students to establish connections between art and their lives.
Anahtar Kelimeler
Interactive Read-Aloud, Children’s Picture Books, Art Awareness, Students’ Drawings, Pattern
Kaynakça
- Acer, D., & Gözen, G. (2020). Art detectives: Young children’s behaviour in finding and interpreting art elements within picture books. Education, 3(13), 1-17. https://doi.org/10.1080/03004279.2019.1646297
- Acer, D., & Gözen, G. (2020). Art detectives: Young children’s behaviour in finding and interpreting art elements within picture books. Education 3-13, 48(6), 716-732.
- Akkurt, S., & Boratav, O. (2018). Neden Sanat Eğitimi? [Why Art Education?]. International Journal of Scholars in Education, 1(1), 54-60. Arıcı, M. R. (2023). Examination of illustrated children's books that support art knowledge and aesthetic perception [Unpublished master's thesis]. University of Balıkesir.
- Atılgan, A. (2021). Çocuk edebiyatı yapıtlarının çocuğun sanat eğitimi sürecine katkıları bağlamında bir inceleme (LeoLionni Örneği) [An analysis in the context of the contribution of children literature works to the children's art education process (Example of LeoLionni)]. Çocuk Edebiyat ve Dil Eğitimi Dergisi, 4(1), 80-111. https://doi.org/10.47935/ceded.902763
- Bruach, R. (2022). The little butterfly that could. Scholastic.
- Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Bilimsel araştırma yöntemleri [Scientific research methods] (30.Ed.). Pegem Akademi.
- Ceyhan, S., & Yıldız, M. (2021). The effect of interactive reading aloud on student reading comprehension, reading motivation and reading fluency. International Electronic Journal of Elementary Education, 13(4). https://iejee.com/index.php/IEJEE/article/view/1258
- Cusworth, J. (2014). Picture books as art: The presence of children's book illustrations in museums and an analysis of children-visitor interactions at the Eric Carle Museum of Picture Book Art. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/independent-studies/50
- Danko-McGhee, K., & Slutsky, R. (2011). Judging a book by its cover: Preschool children’s a esthetic preferences for picture books. International Journal of Education Through Art, 7(2), 171–185. https://doi.org/10.1386/eta.7.2.171_1
- Evans, J. (2009). Creative and aesthetic responses to picture books and fine art. Education 3-13, 37(2), 177–190. https://doi.org/10.1080/03004270902922094