Critical Thinking Skills of Artists Candidates in The Context of Creativity

Yıl 2019, Cilt: 8 Sayı: 2, 1659 - 1676, 27.04.2019

İlker Kömürcü

https://doi.org/10.33206/mjss.486328

Cited By: 2

Öz

The aim of this research is to examine the critical thinking levels of artist candidates in terms of various variables and thus to identify the factors affecting their critical thinking skills. The California Critical Thinking Tendency Scale was used as a measurement tool to determine the critical thinking levels of artist candidates. The data obtained from the scale were examined in terms of variables such as grade level, academic grade point average, branch, age, gender; and the factors affecting the critical thinking level of the artist candidates were tried to be revealed. SPSS 19.0 (SPSS Inc., Chicago, IL, USA) software was used to analyze the data. The ShapiroWilk test was used to investigate whether the distribution satisfied the normality criterion. The results revealed that the samples had normal distribution of data. T-test, one-way variance analysis (ANOVA) and Tukey test were used for independent groups. Statistical analysis was performed with SPSS 19.0 software (SPSS Inc., Chicago, IL, USA). As a result of the research, it was found that artist candidates had low critical thinking skills in terms of California Critical Thinking Tendency Scale. Significant difference was observed with regard to the branch variable, in terms of self-confidence, analyticity, inquisitiveness and open-mindedness subscales. It was seen that gender variable has a significant difference, in terms of selfconfidence, analyticity and inquisitiveness subscales. Class variable has a significant difference in terms of systematicity, analyticity, inquisitiveness, open-mindedness subscales. Age variable has a significant difference in terms of self-confidence, analyticity, inquisitiveness and openmindedness subscales. And significant difference was observed with regard to the academic grade point average variable, in terms of self-confidence, analyticity and inquisitiveness subscales. There was no significant difference in truth-seeking subscale in terms of variables. 

Anahtar Kelimeler

Art, Artist, Creativity, Criticism, Critical Thinking, Art Education

Yaratıcılık Bağlamında Sanatçı Adaylarının Eleştirel Düşünme Becerileri

Öz

Bu araştırmanın amacı düşünme ve yaratıcılık arasındaki ilişki
bağlamında sanatçı adaylarının eleştirel düşünme düzeylerini çeşitli
değişkenler açısından incelemek ve bu yolla sanatçı adaylarının eleştirel
düşünme becerilerini etkileyen unsurları belirleyebilmektir. Çalışma grubu
olarak üniversitede mesleki sanat eğitimi alan 98 sanatçı adayı öğrenci
tabakalı örnekleme yöntemiyle seçilmiştir. Sanatçı adaylarının eleştirel düşünme
düzeylerini belirleyebilmek için ölçme aracı olarak Kaliforniya Eleştirel
Düşünme Eğilimi Ölçeği kullanılmıştır. Ölçekten elde edilen veriler, sınıf
düzeyi, akademik başarı puanı, branş, yaş, cinsiyet gibi değişkenler açısından
incelenerek sanatçı adaylarının eleştirel düşünme düzeylerini anlamlı şekilde
etkileyen unsurlar ortaya konmaya çalışılmıştır. Elde edilen verilerin dağılımı
Shapiro-Wilk testi ile belirlenmiştir. Verilerin analizinde bağımsız gruplar
için t-testi, tek yönlü varyans analizi (ANOVA) ve farkın kaynağını belirlemek
için Tukey testi kullanılmıştır. İstatistiksel analizler SPSS 19.0 yazılımı
(SPSS Inc., Chicago, IL, ABD) ile yapılmıştır. Araştırma sonucunda ölçek
puanları açısından sanatçı adaylarının eleştirel düşünme becerilerinin düşük
düzeyde olduğu tespit edilmiştir. Branş değişkeninin “kendine güven”, “analitik
düşünme”, “meraklılık” ve “açık fikirlilik” alt boyutlarında; cinsiyet
değişkeninin “kendine güven”, “analitik düşünme” ve “meraklılık” alt
boyutlarında; sınıf değişkeninin “sistematiklik”, “analitik düşünme”, “meraklılık”,
“açık fikirlilik” alt boyutlarında; yaş değişkeninin “kendine güven”, “analitik
düşünme”, “meraklılık” ve “açık fikirlilik” alt boyutlarında; akademik not
ortalaması değişkeninin “kendine güven”, “analitik düşünme” ve “meraklılık” alt
boyutlarında anlamlı farklılık yarattığı gözlemlenmiştir. Ölçeğin “doğruyu
arama” alt boyutunda değişkenler açısından anlamlı bir fark gözlemlenmemiştir.

Anahtar Kelimeler

Sanat, Sanatçı, Yaratıcılık, Eleştiri, Eleştirel Düşünme

Kaynakça

• Akyüzlüer, F. (2013). Müzik Öğretmeni Eğitim Programının Müzik Öğretmen Adaylarının Eleştirel Düşünme Becerileri Üzerindeki Etkileri. NWSA-Fine Arts, D0152, 9, (3), 111-119.
• American Philosophical Association. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of EducationalAssessment and Instruction. ERIC document ED, 315-423.
• Armbruster B.B. (1989) Metacognition in Creativity. In: Glover J.A., Ronning R.R., Reynolds C.R. (eds) Handbook of Creativity. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5356-1_10. ISBN: 978-1-4419-3212-9.
• Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. New York: D.C. Heath and Company.
• Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking. Fifth edition published 2014 by Psychology Press. ISBN: 978-1-84872-628-4.
• Efland, A. (2002). Art And Cognition: Integrating The Visual Arts In The Curriculum. New York: Teachers College Press.
• Eisner, E. (2002). The Arts and the Creation of the Mind. New Haven and London: Yale University Press.
• Ennis, R. H. (1993). Critical Thinking Assessment. Theory Into Practice: Teaching for Higher Order Thinking, 32(3), 179-186. http://dx.doi.org/10.1080/00405849309543594.
• Gilson, E. (1965). The Arts of the Beautiful. Charles Scribner’s Sons: New York. ISBN-13: 978-1111412371.
• Facion P. A., Sanchez C. A., Gainen J. (1995) The Disposition Toward Critical Thinking. Journal of General Education. 44(1), 1-25.
• Facione, P. A., Facione, N., & Giancarlo, C. (1997). The Motivation to Think in Working and Learning. In E. Jones (Ed.), Preparing Competent College Graduates: Setting Newer and Higher Expectations for Student Learning, 67-79). San Francisco, CA: Jossey- Bass Publishers.
• Facione, P. A., Facione, N. C., ve Giancarlo, C. A. F. (1998). The California Critical Thinking Disposition Inventory. California: Academic Press.
• Fisher, S. C. & Spiker, V. A. (2000). A Framework for Critical Thinking Research and Training (Report prepared for the U.S. Army Research institute, Arlington VA.). Anacapa Sciences Inc., USA: Santa Barbara, California.
• Geene, M. T. (1969). Art as an Expressive Vehicle. Ed. John Hospers Introductory Readings in Aesthetics, New York: The Free Press, 78.
• Goldberg, M. (2001). Arts and Learning. (2nd edition). USA: Addison Wesley Longman.
• Broome, J., Pereira, A., Anderson, T. (2017). Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art, Instructional Practice and Social Justice Issues. International Journal of Art & Design Education. ISSN:1476-8070. https://doi.org/10.1111/jade.12111.
• Jenkins, E. K. (1998). The Significant Role of Critical Thinking in Predicting Auditing Students’ Performance. Journal of Education for Business, 73 (5), 274 -279.
• Kaufmann J. C., Beghetto, R. A., Watson, C. (2016). Creative Metacognition and Self-Ratings of Creative Performance: A 4-C Perspective. Learning and Individual Differences. Volume 51, October, 394-399. https://doi.org/10.1016/j.lindif.2015.05.004
• Kemp. R. (2003). Aesthetıc Perspectıvalısm And The Nature Of Art: Two Proposals Attemptıng To Develop A Theology Of The Arts. IIIM Magazine Online, Volume 5, Number 22, 14-21.
• King, P. M., Wood, P. K. & Mines, R. A. (1990). Critical Thinking Among College and Graduate Students. Review of Higher Education, 13(2), 167-186.
• Lipman, M. (1995). Inquiry: Critical Thinking Across the Disciplines. Caring as Thinking. 15(1), 1-13. doi.10.5840/inquiryctnews199515128 ISBN: 1093-1082.
• Lizarraga, M. L. S. A. ve Baquedano, M. T. S. A. (2013). How Creative Potential is Related to Metacognition. European Journal of Education and Psychology, Vol. 6, No 2, 69-81. ISSN 1888-8992.
• Molnar, A., Boninger, F., Libby, K. M. & Fogarty, J. (2014). Schoolhouse Commercialism Leaves Policymakers Behind - The Sixteenth Annual Report on Schoolhouse Commercializing Trends: 2012-2013. Boulder, Co: National Education Policy Center. http://nepc.colorado.edu/publication/schoolhouse-commercialism-2013. (Erişim Tarihi 21.09.2018).
• Nosich, M. G. (2011). Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4th Edition). Kindle Edition (Upper Saddle River, NJ: Prentice-Hall, 2005). ISBN: 978-0137085149.
• Onwuegbuzie, A. J. (2001). Critical Thinking Skills: A Comparison of Doctoral and Master’s Level Students. College Student Journal. Vol. 35, No. 3, 477-481. Perkins, D. (1994). The Intelligent Eye: Learning to Think by Looking at Art. New York: Paul Getty Trust.
• Facione, P. A., Facione, N. C., Giancarlo, C. A. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic, Vol 20, No 1, 61-84.
• Pohl, M. (2000). Learning to Think Thinking to Learn. Australia: Hawker Brownlow Education.
• Schultz, L. (2005). Bloom’s Taxonomy. Lynn Schultz: Old Dominion University: Bloom's taxonomy. http://ww2.odu.edu/ educ/roverbau/Bloom/blooms_taxonomy. (Erişim Tarihi 25.09.2018).
• Spaulding, S. C. & Kleiner, K. A. (1992). The Relationship of College and Critical Thinking: Are Critical Thinkers Attracted or Created by College Disciplines?. College Student Journal, 26, 162-166.
• Topaloğlu, O., Öney, E. Ü. (2013.) Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Öğrencilerinin Eleştirel Düşünme Eğilimlerinin Çeşitli Değişkenlerle İlişkisinin İncelenmesi. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, Volume 8/8, 1301-1312.