aktif öğrenme yöntemleri ile 20. yüzyıl sanat akımları

Yıl 2017, Cilt: 7 Sayı: 3, 635 - 647, 28.11.2017

Nermin Yay Korde , Ümran Bulut

Öz

The topic which is preferred as being among the 20th
century art movements, is within the curriculum of visual arts lesson and the
art movements which were taught to the students are within the program of 11th
and 12th graders. Apart from these, some other art movements were included
because they were considered as necessary. The art movements are introduced in
detail in the study however, during the instructions the main points of them
were presented to the learners with visuals so that they can keep them in their
long term memories.

With the constructivist approach, the perspective has
shifted to an active learning perspective and many aspects of this approach has
been investigated in numerous studies. However, for most of the time those
studies depend on quantitative data and experimental results and the
construction of the processes of lessons have not been covered
sufficiently.   

In the present study it is aimed to investigate the
teaching of 20th century art movements to 16-17 year old secondary school
students with the method of active learning. Within the framework of the study,
the 20th century art movements were taught with active learning method and
afterwards the learners were asked to produce art crafts with the information
they received. It was aimed to observe the changes after the instruction and
moreover it was aimed to recognize the difficulties in application of the
curriculum of Ministry of Education and bring forward proposals for solution.
In order to examine the efficiency of the method more closely and in its
natural circumstance, action research methodology was adopted and the following
research questions were aimed to be answered;

1.    What sorts
of effects does teaching 20th century art movements by implementing active
learning methods have on students’ academic achievement and their knowledge
acquisition and using skills?

2.    How does
teaching 20^th century art movements by implementing active learning
methods affect students in terms of their questioning and analyzing work of
art?

3.    Is teaching
of the 20th century art movements with the active learning method effective in
fostering the use of different techniques while creating their own designs?

4.     Has teaching of the 20th century art movements
with the active learning method provided the students with the opportunity of
directing the application process in a positive way?

5.    How does
teaching 20^th century art movements by implementing active learning
methods affect students in terms of their developing sense of belonging though
their studies and comparing these studies with their previous ones?

6.    Is the topic
of 20th century art movements in the curriculum of visual art teaching
addressing the needs of our time and curriculum of visual arts lesson
sufficient?

In the present study, first of all the literature
review was conducted on the description, necessity and aims of the art
education, and its place was described at individual and social levels. After
that the definitions of the 20th century art movements, their necessity are
presented and finally the importance, methodologies and underpinnings of active
learning theory is discussed.

The study was conducted with 8
participants who are students at Kocaeli Çayırova Şehit İlhan Küçüksolak
Anatolian High School in 2016-2017 academic year. The participants were
selected with purposeful sampling method. The application which was conducted
for 5 weeks period is supported with theoretical presentations and practices.

In the study, observation checklists, semi-structured
interview protocols, personal information forms, written/visual documents,
researcher/participant diaries, photos and voice recordings were used as data
gathering tools.

The results of the study indicates that the students
have learned the 20th century art movements which were instructed with active
learning effectively and permanently. The results also indicate that at the end
of this process, the students became able to include different techniques and
materials in their works. The have also become individuals who are able to
conduct their own works more consciously, uniquely and independently.

Keywords:
Art Education, Visual Arts Lesson, 20th Century Art Movements, Active Learning,

Anahtar Sözcük;
Sanat Eğitimi, Görsel sanatlar dersi, 20. Yüzyıl Sanat Akımları, Aktif Öğrenme,

Anahtar Kelimeler

Sanat Eğitimi, Görsel sanatlar dersi, 20. Yüzyıl Sanat Akımları, Aktif Öğrenme

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