Geleneksel Türk Sanatlarının İlköğretim Görsel Sanatlar Eğitimi Dersinde Uygulanması: “Ebru” Örneği

Yıl 2010, Sayı: 23, 109 - 114, 01.02.2010

A. Dilek Kıratlı

Öz

Geleneksel sanatlarımızın gelecek kuşaklara aktarılması, görsel kültürümüzün devamlılığınısağlamasıbakımından önem taşımaktadır. Bu nedenle bu tür çalışmalara görsel sanatlar eğitimi programlarında yer verilmesi gerekmektedir. Yapılan çalışmada, geleneksel sanatlarımızdan biri olan ebru ele alınmıştır. Eski kitapların kapaklarında ve yan kağıtlarında rastladığımız ebru, yoğunlaştırılmışsu üzerine toprak ve toz boyalarla resim yapma sanatıdır. Ebru bütün Osmanlısanatlarında olduğu gibi usta-çırak yöntemi ile öğrenilen ve sanatçının iradesi dışında birçok değişkenden etkilenen bir sanattır. Bazıkaynaklar ebrunun, yüz suyu anlamına gelen "ab-ıru" sözcüğünden, bazıkaynaklar ise Orta Asya dillerinden Çağatayca´da hareli görünüm, damarlıkumaşya da kağıt anlamına gelen "ebre"den geldiğini söylese de en yaygın kanı, kelimenin kökeninin Farsça; bulutumsu, bulut gibi anlamına gelen "ebri" den gelmekte olduğudur. Çalışmada, geleneksel Türk süsleme sanatlarından olan ebruyu ilköğretim öğrencilerine tanıtmak, gelenekselve estetik değerleri koruyarak farklıgünlük objelerde kullanılmasınısağlayarak görsel kültürümüze ilişkin farkındalık yaratmak amaçlanmıştır. Araştırmada, nitel araştırma yöntemlerinden “yarıyapılandırılmışgörüşme” yöntemi kullanılmıştır. Çocuklarla çalışma sonrasıyapılan görüşmede, çalışmaya ilişkin yorumlarında hemen hepsi ebruyu bildiklerini ancak daha önce hiç yapmadıklarınıifade etmişlerdir. Çocukların tümü ebruyu çok severek, oyun gibi eğlenerek yaptıklarınıve suyun üzerindeki renk geçişlerinin çok şaşırtıcıolduğunu belirtmişler ve çalışmayıanlam ve amacına uygun bir biçimde gerçekleştirmişlerdir.

Anahtar Kelimeler

İlköğretimde Sanat Eğitimi, Ebru, Geleneksel Sanatlar, Görsel Sanatlar Dersi, Sanat

A Project to Integrate Traditional Turkish Art Into Primary School Visual Art Education: “Ebru” Turkish Marbling Case

Öz

Extending Turkish traditional arts into next generations is quite important in ensuring the sustainability of our visual culture. Therefore; it is necessary to integrate this extension in visual arts education as well. This study specifically deals with “marbling”, one of the traditional arts in Turkish culture. Marbling art used to be applied especially on the covers of old books and to line book bindings. It can be defined as making some patterns on thickened water by using soil and dry paints. In other words, water is condensed with a special substance, and then paints that are insoluble in water are sprayed on the surface of water and finally the patterns on the water surface are transferred onto a sheet of paper. As a paper decoration art, marbling is acquired through master-apprentice circle similar to all Ottoman arts and quite prone to be affected by many factors that are not controlled by craftsmen. Although some resources state that the word Ebru marbling comes from the word “ab-ı ru”, which means “water for face” or from the word “ebre” which means “patterned paper or cloth” in Çagatay language, a Middle Asian language, the mostly agreed opinion is that the origin of the word Ebru is the word “ebri” which means “cloud-like, or losing its importance and even being a dead art. cloudy” in Persian language. Despite the fact that marbling is one of our traditional arts used in many decorations in the past, today there is still a risk of The aim of the study is to introduce “marbling” art to primary school students and to increase awareness of our visual culture by preserving traditional and aesthetical values through the use of this art in different daily objects. In order to obtain students’ opinions regarding marbling application, the students were asked to answer the following questions: What did you feel while working on the marbling application? In your opinion, what is the difference between marbling and other similar applications drawing by using crayons and aquarelle ? Where else can you use “marbling?” Would you like to continue doing this art in the future? In this study, fifth year students in primary schools 11 years old were given information about marbling and given the opportunity to explore this art through practical applications without being forced to use all the complex technical features of marbling. Later, they were asked to use their products on some objects they use daily, such as bookmarks, photo frames, pencil box etc. and, at the end of the application, semi-structured interviews were made to learn about their opinions regarding the application. Finally, the findings gathered from the interviews and documentation analysis were presented as frequency distributions. The audio recorded interviews were transcribed by the researcher and transcription codes were prepared for each student interviewed based on the interview questions and the answers. This descriptive study uses qualitative research method in data collection, analysis and interpretations phases. Purposeful sampling method was used to determine the school where the study was conducted. The basic idea behind sampling method, a type of purposeful sampling, is to study all the conditions that meet a pre-determined criterion. Here, the criteria determined by the researcher can be used as well as a pre-determined criterion. The subjects of this study were 25 students attending fifth grade class in Private Cagdas Primary School located in Eskisehir. The majority of the students participating in the study considered the practice “a very nice work”, “like a game” and “fun”. Similarly, almost half of the students stated that the work was “different” and “unbelievable”. Some students said that they felt that paints are floating on water surface. A few students mentioned that “it is like a magic”, one student “I felt that I did something special for the first time in my life” and another student “ I felt that I painted on the water”. As for the difference of marbling from other arts, most students stated: “not being able to control the spread of paints” and “intermingling of colors”. Half of the students mentioned they completed the work in a very short time compared to other art practices. Majority of the students pointed out they can use marbling on many daily objects such as picture frames, bookmarks, and plastic bags and other objects such as notebook covers, t-shirts, earrings, necklaces, different cloths and in kite making. In addition, all students stated that they wanted to make marbling again. In this study, the students made 23 bookmarks, 13 photo frames, 2 pencil boxes, and 3 paper bags. Two of the students wanted to hang their works on the wall of their rooms, therefore; they did not give these works a daily object function. After finishing their works, they were interviewed to have their opinions regarding this activity. Almost all of the students stated that they knew this marbling art but have never applied it in their lives. All of the students told that they liked marbling and did this activity like a game and they found the colour diffusions amazing. Although related literature suggests that marbling is a demanding and challenging art, it can be integrated into primary school curriculum by using ready-made paints and kitre a gum like substance and by considering certain limitations such as the class hours and physical conditions. In addition, this art can be presented as a fun game activity without forcing students to apply challenging techniques. Such attempts might make it possible to transfer our traditional arts to next generations. In conclusion, most of the students participated in this activity in a way appropriate to its purposes and meaning. They were

Anahtar Kelimeler

Art Education in Primary School, Marbling, Traditional Arts, Visual Arts Course, Art The type of research: Proclamation

Kaynakça

• Arıtan, Ahmet Saim. (1999). Türk Ebru Sanatı ve Bugünkü Durumu. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5, 441-469
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