Görsel sanatlar dersinde kullanılan pedagojik eleştiri uygulamalarının öğrencilerin akademik başarı ve eser eleştiri düzeyine etkisi
The effect of the pedagogical arts criticism applications used in visual arts lesson on the academic success and the level of arts criticisim of students
Yazar: PINAR YAZKAÇ
Danışman: PROF. DR. NİHAT BOYDAŞ
Gazi Üniversitesi / Eğitim Bilimleri Enstitüsü / Resim Bölümü / Güzel Sanatlar Eğitimi Ana Bilim Dalı / Resim Öğretmenliği Bilim Dalı
Derece: Doktora, 2010
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Akademik başarı = Academic achievement ; Eleştiri = Criticism ; Görsel sanatlar dersi = Visual arts course ; Görsel sanatlar eğitimi = Visual arts education ; Sanat eleştirisi = Art criticism ; Sanat eğitimi = Art education ; Öğrenci başarısı = Student achievement ; İlköğretim okulları = Primary education schools ; İlköğretim öğrencileri = Primary education students

Özet:
Bu araştırmada, Görsel Sanatlar Dersinde Kullanılan Pedagojik Sanat Eleştiri Uygulamalarının Öğrencilerin Akademik Başarı ve Eser Eleştiri Düzeyine Etkisinin olup olmadığının belirlenmesi amaçlanmıştır.Bu araştırmanın amacı, eleştiri kuramlarını irdelemek ve pedagojik eleştiriyöntemini sanat eleştirisi açısından incelemektir. Eğitimin en önemli hedeflerinden biri, öğrencilerin iyi karar verebilmeleri için eleştirel düşünebilmelerini sağlamaktır. Öğrencinin eleştirel becerileri arttırıldığında, sanat eğitiminin çocuğun sanatsal bir çalışmaya değer verme yetisini geliştirmiş olacağına inanılmaktadır.Çalışma grubunu, 2008-2009 eğitim-öğretim yılında Ankara ili Keçiören ilçesinde bulunan Mehmet Akif İlköğretim Okulu'ndan random yöntemi ile seçilmiş 6/A ve 6/D sınıflarındaki öğrenciler oluşturmuştur. Çalışma grubunda 60 öğrenci yer almıştır. Bu öğrencilerden 30'u deney, 30'u kontrol grubundandır.Bu çalışmada, ilköğretim ikinci kademe 6. sınıf Görsel Sanatlar dersinde öğrencilere görsel Anadolu kültüründen yararlanan çağdaş Türk ressamlarının eserlerine dayalı pedagojik eser eleştirisi (analizi) yöntemi ile eleştiri becerileri kazandırmayı amaçlayan bu araştırma, ?Öntest- Sontest Kontrol Gruplu Desen? modelinde yapılmıştır.Uygulama, 2008-2009 eğitim öğretim yılında pedagojik sanat eleştirisi yönteminin uygulandığı beş haftalık süre ile sınırlıdır.Çalışma, Çağdaş Türk ressamlarımızdan; Nurullah Berk, Bedri Rahmi Eyüboğlu, Nuri Abaç, Nuri İyem, Turgut Zaim, Adnan Çoker, Ergin İnan'nın eserleri üzerinde durulmuştur. Görsel Sanatlar dersinde eser eleştirisi çalışmaları bu sanatçıların eserleriyle sınırlandırılmıştır.Araştırmada Deney grubu öğrencileri Pedagojik Eser Eleştirisi Formunu Ankara Devlet Resim Heykel Müzesinde uygulamalı ders etkinliği yaparak doldurmuşlardır.Eser eleştirisi formundan elde edilen veriler araştırmacı tarafından geliştirilen ?Analitik Dereceli Puanlama Anahtarı (Rubrik)? ile çözümlenmiştir.Gerçekleştirilen deneysel çalışma sonunda öğrencilerin sanatsal değerlendirme ölçütlerine dayalı görsel sanatlar dersindeki ?Uygulama Çalışmaları? ölçme aracı olarak kullanılmıştır. . Müzede yapılan gezi, gözlem ve incelemeler, atölyede ki uygulamalı resim çalışmalarıyla sonuçlandırılmıştır.Öğrencilerin yaptıkları bu uygulama çalışmalarından ortaya çıkardıkları ürünler araştırmacı tarafından geliştirilen ?Bütüncül Dereceli Puanlama Anahtarı (Rubrik)? ile çözümlenmiştir.Çalışmada; deney ve kontrol gruplarındaki öğrencilerin akademik başarılarında, eser eleştirisi becerilerinde ve uygulama çalışmalarında deney öncesinden sonrasına olan değişimlerinin karşılaştırılması için tek faktör üzerinde tekrarlı ölçümler için iki faktörlü ANOVA testi kullanılmıştır. Ayrıca deney ve kontrol gruplarının akademik başarı testi, eser eleştirisi ve uygulama çalışmaları; ön test puanları, son test puanları arasında anlamlı fark olup olmadığını ortaya koymak için bağımsız gruplar için t- testi kullanılmıştır. Yine akademik başarı testi, eser eleştirisi ve uygulama çalışmaları ön test-son test puanları arasında; deney grubunda, kontrol grubunda anlamlı fark olup olmadığını görmek için bağımlı gruplar için t-testi kullanılmıştır. Son olarak ise deney ve kontrol gruplarının kendi içlerinde akademik başarı testi, eser eleştirisi ve uygulama çalışmaları ön test, son test ve izleme testi puanları arasında cinsiyete göre anlamlı fark olup olmadığı bağımsız gruplar için Mann Whitney U-testi ile test edilmiştir.Araştırma sonucunda, pedagojik sanat eleştirisi yönteminin uygulandığı deney grubu öğrencilerinin eser eleştirisi konusuna yönelik akademik başarı puanlarında deney öncesine göre gözlenen değişmenin, kontrol grubundaki öğrencilerin başarı puanlarındaki gözlenen değişmelerden farklı olduğunu göstermektedir. Yani deney ve kontrol grubundaki öğrencilerin akademik başarı puanları değişik öğrenme yöntemlerinin uygulanmasına bağlı olarak farklılık göstermektedir. Başka bir ifade ile uygulanan deneysel işlemin bir sonucu olarak akademik başarı puanları değişmektedir. Öğrencilerin akademik başarı puanlarında gözlenen bu farklılıkların pedagojik sanat eleştirisi yönteminden kaynaklandığı söylenebilir. Bu durumda pedagojik sanat eleştirisi yönteminin geleneksel öğretim yöntemlerine göre öğrencilerin akademik başarı puanlarını geliştirmede daha etkili olduğu anlaşılmaktadır.Pedagojik sanat eleştirisi yönteminin geleneksel öğrenme yöntemlerine göre görsel sanatlar dersinde öğrencilerin uygulama çalışmalarında olumlu yönde etkili olduğu şeklinde yorumlanabilir.

Abstract:
In this study, it has been aimed to determine whether the effect of pedagogical arts criticm applications used in visual arts lesson have any effect on the academic success and the level of arts criticism.The purpose of this study is to examine the criticism theories and to study the pedagogical criticism method according to arts criticism. The most important targets of the education is to provide the students with critical thinking in order to make them decide well. When the critical skills of the students are raised to a higher level, it is believed that the arts education will improve the skill of a child?s evaluation for an artistic work.Working group involves students chosen randomly from the classes 6/A and 6/D that are in Mehmet Akif Primary School in Keçiören, Ankara in 2008-2009 school year. 60 students have taken place in the working group. 30 of the group are in the experiment group and the other 30 are in the control group.In this study, in the 6th grade Visual Arts Lesson, this ?Pretest-Posttest Control Group Pattern? test have been carried out aiming to make students have critical skills with the pedagogical work analysis method based on contemporary Turkish artists that made used of visual Anatolian cultureThe survey is limited by five-week process when the pedagogical arts criticism method was carried out during the 2008-2009 school year.The study involves the changes of Contemporary Turkish Painting Arts since 1940s.The study has been limited with the Contemporary Turkish Painting beginning in the 1930s (D Group 1933), spreading in 1940s (The Yeniler Group 1940) and made it felt as a strong fact feeding on local merits in 1950. Of our contemporary artists, the works of Nurullah Berk, Bedri Rahmi Eyüboğlu, Nuri Abaç, Nuri İyem, Turgut Zaim, Adnan Çoker and Ergin İnan have been dwelled upon. The criticism of work studies in the Visual Arts Lesson has been limited with the works of these artists.In the survey, experiment group students have filled Pedagogical Arts Criticism Form in Ankara State Museum of Painting and Sculpture as an applied lessonThe data obtained from the work criticism form have been analyzed with ?Analytical Graded Score Key (Rubrik)? developed by the researcher.At the end of the experimental study, ?Applied Studies? based on the artistic evaluation criteria in the visual arts lesson has been used as a measuring means. The trip, observations and studies in the museum have been finalized with the applied painting studies in the workshop.The products arising from the applied studies of the students have been analyzed using ?Complete Graded Score Key (Rubrik)? developed by the researcher.In the study, a two-factor ANOVA test has been carried out for a one-factor repeated measurement in order to compare the changes of the academic successes, work criticism skills and application studies of the students from the beginning of the experiment to the end.Moreover, t-test has been used for independent groups to determine whether there are differences between the academic success test of the experiment and control groups, work criticism and application studies, and pretest scores and posttest scores. Furthermore; t-test has been used to determine whether there are differences for dependant groups between academic success test and application studies; between the scores of pretest and posttest among the experiment and control group members. Lastly; the academic success test, work criticism and application studies have been tested using Mann Whitney U-test for independent groups whether there are differences between sexes between experiment and control groups.At the end of the study, the differences have shown that the pedagogical arts criticism method has affected the views of those when considered the ones between the experiment student groups whose academic success scores before the experiment and observed success scores of the students in the control group.That?s to say; the academic success scores of the students in experiment and control groups have been different according to the learning methods carried out. In other words; academic success scores have changed due to the carried our experimental process. It can be said that these differences observed in the academic success scores are caused by pedagogical criticism method. Then, it has been understood that pedagogical success scores are more efficient than traditional teaching methods in improving the academic success scores of the students.It can be commented that pedagogical arts criticism method has a positive effect on the application studies of the students in visual arts lesson compared to traditional learning methods.ABSTRACTTHE EFFECT OF THE PEDAGOGICAL ARTS CRITICISM APPLICATIONS USED IN VISUAL ARTS LESSON ON THE ACADEMIC SUCCESS AND THE LEVEL OF ARTS CRITICISIM OF STUDENTSPınar YAZKAÇDoctoral ThesisAdvisor: Prof. Dr. Nihat BOYDAŞGAZİ UNIVERSITYINSTITUTE OF EDUCATIONAL SCIENCESJanuary, 2010In this study, it has been aimed to determine whether the effect of pedagogical arts criticm applications used in visual arts lesson have any effect on the academic success and the level of arts criticism.The purpose of this study is to examine the criticism theories and to study the pedagogical criticism method according to arts criticism. The most important targets of the education is to provide the students with critical thinking in order to make them decide well. When the critical skills of the students are raised to a higher level, it is believed that the arts education will improve the skill of a child?s evaluation for an artistic work.Working group involves students chosen randomly from the classes 6/A and 6/D that are in Mehmet Akif Primary School in Keçiören, Ankara in 2008-2009 school year. 60 students have taken place in the working group. 30 of the group are in the experiment group and the other 30 are in the control group.In this study, in the 6th grade Visual Arts Lesson, this ?Pretest-Posttest Control Group Pattern? test have been carried out aiming to make students have critical skills with the pedagogical work analysis method based on contemporary Turkish artists that made used of visual Anatolian cultureThe survey is limited by five-week process when the pedagogical arts criticism method was carried out during the 2008-2009 school year.The study involves the changes of Contemporary Turkish Painting Arts since 1940s.The study has been limited with the Contemporary Turkish Painting beginning in the 1930s (D Group 1933), spreading in 1940s (The Yeniler Group 1940) and made it felt as a strong fact feeding on local merits in 1950. Of our contemporary artists, the works of Nurullah Berk, Bedri Rahmi Eyüboğlu, Nuri Abaç, Nuri İyem, Turgut Zaim, Adnan Çoker and Ergin İnan have been dwelled upon. The criticism of work studies in the Visual Arts Lesson has been limited with the works of these artists.In the survey, experiment group students have filled Pedagogical Arts Criticism Form in Ankara State Museum of Painting and Sculpture as an applied lessonThe data obtained from the work criticism form have been analyzed with ?Analytical Graded Score Key (Rubrik)? developed by the researcher.At the end of the experimental study, ?Applied Studies? based on the artistic evaluation criteria in the visual arts lesson has been used as a measuring means. The trip, observations and studies in the museum have been finalized with the applied painting studies in the workshop.The products arising from the applied studies of the students have been analyzed using ?Complete Graded Score Key (Rubrik)? developed by the researcher.In the study, a two-factor ANOVA test has been carried out for a one-factor repeated measurement in order to compare the changes of the academic successes, work criticism skills and application studies of the students from the beginning of the experiment to the end.Moreover, t-test has been used for independent groups to determine whether there are differences between the academic success test of the experiment and control groups, work criticism and application studies, and pretest scores and posttest scores. Furthermore; t-test has been used to determine whether there are differences for dependant groups between academic success test and application studies; between the scores of pretest and posttest among the experiment and control group members. Lastly; the academic success test, work criticism and application studies have been tested using Mann Whitney U-test for independent groups whether there are differences between sexes between experiment and control groups.At the end of the study, the differences have shown that the pedagogical arts criticism method has affected the views of those when considered the ones between the experiment student groups whose academic success scores before the experiment and observed success scores of the students in the control group.That?s to say; the academic success scores of the students in experiment and control groups have been different according to the learning methods carried out. In other words; academic success scores have changed due to the carried our experimental process. It can be said that these differences observed in the academic success scores are caused by pedagogical criticism method. Then, it has been understood that pedagogical success scores are more efficient than traditional teaching methods in improving the academic success scores of the students.It can be commented that pedagogical arts criticism method has a positive effect on the application studies of the students in visual arts lesson compared to traditional learning methods.ABSTRACTTHE EFFECT OF THE PEDAGOGICAL ARTS CRITICISM APPLICATIONS USED IN VISUAL ARTS LESSON ON THE ACADEMIC SUCCESS AND THE LEVEL OF ARTS CRITICISIM OF STUDENTSPınar YAZKAÇDoctoral ThesisAdvisor: Prof. Dr. Nihat BOYDAŞGAZİ UNIVERSITYINSTITUTE OF EDUCATIONAL SCIENCESJanuary, 2010In this study, it has been aimed to determine whether the effect of pedagogical arts criticm applications used in visual arts lesson have any effect on the academic success and the level of arts criticism.The purpose of this study is to examine the criticism theories and to study the pedagogical criticism method according to arts criticism. The most important targets of the education is to provide the students with critical thinking in order to make them decide well. When the critical skills of the students are raised to a higher level, it is believed that the arts education will improve the skill of a child?s evaluation for an artistic work.Working group involves students chosen randomly from the classes 6/A and 6/D that are in Mehmet Akif Primary School in Keçiören, Ankara in 2008-2009 school year. 60 students have taken place in the working group. 30 of the group are in the experiment group and the other 30 are in the control group.In this study, in the 6th grade Visual Arts Lesson, this ?Pretest-Posttest Control Group Pattern? test have been carried out aiming to make students have critical skills with the pedagogical work analysis method based on contemporary Turkish artists that made used of visual Anatolian cultureThe survey is limited by five-week process when the pedagogical arts criticism method was carried out during the 2008-2009 school year.The study involves the changes of Contemporary Turkish Painting Arts since 1940s.The study has been limited with the Contemporary Turkish Painting beginning in the 1930s (D Group 1933), spreading in 1940s (The Yeniler Group 1940) and made it felt as a strong fact feeding on local merits in 1950. Of our contemporary artists, the works of Nurullah Berk, Bedri Rahmi Eyüboğlu, Nuri Abaç, Nuri İyem, Turgut Zaim, Adnan Çoker and Ergin İnan have been dwelled upon. The criticism of work studies in the Visual Arts Lesson has been limited with the works of these artists.In the survey, experiment group students have filled Pedagogical Arts Criticism Form in Ankara State Museum of Painting and Sculpture as an applied lessonThe data obtained from the work criticism form have been analyzed with ?Analytical Graded Score Key (Rubrik)? developed by the researcher.At the end of the experimental study, ?Applied Studies? based on the artistic evaluation criteria in the visual arts lesson has been used as a measuring means. The trip, observations and studies in the museum have been finalized with the applied painting studies in the workshop.The products arising from the applied studies of the students have been analyzed using ?Complete Graded Score Key (Rubrik)? developed by the researcher.In the study, a two-factor ANOVA test has been carried out for a one-factor repeated measurement in order to compare the changes of the academic successes, work criticism skills and application studies of the students from the beginning of the experiment to the end.Moreover, t-test has been used for independent groups to determine whether there are differences between the academic success test of the experiment and control groups, work criticism and application studies, and pretest scores and posttest scores. Furthermore; t-test has been used to determine whether there are differences for dependant groups between academic success test and application studies; between the scores of pretest and posttest among the experiment and control group members. Lastly; the academic success test, work criticism and application studies have been tested using Mann Whitney U-test for independent groups whether there are differences between sexes between experiment and control groups.At the end of the study, the differences have shown that the pedagogical arts criticism method has affected the views of those when considered the ones between the experiment student groups whose academic success scores before the experiment and observed success scores of the students in the control group.That?s to say; the academic success scores of the students in experiment and control groups have been different according to the learning methods carried out. In other words; academic success scores have changed due to the carried our experimental process. It can be said that these differences observed in the academic success scores are caused by pedagogical criticism method. Then, it has been understood that pedagogical success scores are more efficient than traditional teaching methods in improving the academic success scores of the students.It can be commented that pedagogical arts criticism method has a positive effect on the application studies of the students in visual arts lesson compared to traditional learning methods.ABSTRACTTHE EFFECT OF THE PEDAGOGICAL ARTS CRITICISM APPLICATIONS USED IN VISUAL ARTS LESSON ON THE ACADEMIC SUCCESS AND THE LEVEL OF ARTS CRITICISIM OF STUDENTSPınar YAZKAÇDoctoral ThesisAdvisor: Prof. Dr. Nihat BOYDAŞGAZİ UNIVERSITYINSTITUTE OF EDUCATIONAL SCIENCESJanuary, 2010In this study, it has been aimed to determine whether the effect of pedagogical arts criticm applications used in visual arts lesson have any effect on the academic success and the level of arts criticism.The purpose of this study is to examine the criticism theories and to study the pedagogical criticism method according to arts criticism. The most important targets of the education is to provide the students with critical thinking in order to make them decide well. When the critical skills of the students are raised to a higher level, it is believed that the arts education will improve the skill of a child?s evaluation for an artistic work.Working group involves students chosen randomly from the classes 6/A and 6/D that are in Mehmet Akif Primary School in Keçiören, Ankara in 2008-2009 school year. 60 students have taken place in the working group. 30 of the group are in the experiment group and the other 30 are in the control group.In this study, in the 6th grade Visual Arts Lesson, this ?Pretest-Posttest Control Group Pattern? test have been carried out aiming to make students have critical skills with the pedagogical work analysis method based on contemporary Turkish artists that made used of visual Anatolian cultureThe survey is limited by five-week process when the pedagogical arts criticism method was carried out during the 2008-2009 school year.The study involves the changes of Contemporary Turkish Painting Arts since 1940s.The study has been limited with the Contemporary Turkish Painting beginning in the 1930s (D Group 1933), spreading in 1940s (The Yeniler Group 1940) and made it felt as a strong fact feeding on local merits in 1950. Of our contemporary artists, the works of Nurullah Berk, Bedri Rahmi Eyüboğlu, Nuri Abaç, Nuri İyem, Turgut Zaim, Adnan Çoker and Ergin İnan have been dwelled upon. The criticism of work studies in the Visual Arts Lesson has been limited with the works of these artists.In the survey, experiment group students have filled Pedagogical Arts Criticism Form in Ankara State Museum of Painting and Sculpture as an applied lessonThe data obtained from the work criticism form have been analyzed with ?Analytical Graded Score Key (Rubrik)? developed by the researcher.At the end of the experimental study, ?Applied Studies? based on the artistic evaluation criteria in the visual arts lesson has been used as a measuring means. The trip, observations and studies in the museum have been finalized with the applied painting studies in the workshop.The products arising from the applied studies of the students have been analyzed using ?Complete Graded Score Key (Rubrik)? developed by the researcher.In the study, a two-factor ANOVA test has been carried out for a one-factor repeated measurement in order to compare the changes of the academic successes, work criticism skills and application studies of the students from the beginning of the experiment to the end.Moreover, t-test has been used for independent groups to determine whether there are differences between the academic success test of the experiment and control groups, work criticism and application studies, and pretest scores and posttest scores. Furthermore; t-test has been used to determine whether there are differences for dependant groups between academic success test and application studies; between the scores of pretest and posttest among the experiment and control group members. Lastly; the academic success test, work criticism and application studies have been tested usingMann Whitney U-test for independent groups whether there are differences between sexes between experiment and control groups.At the end of the study, the differences have shown that the pedagogical arts criticism method has affected the views of those when considered the ones between the experiment student groups whose academic success scores before the experiment and observed success scores of the students in the control group.That?s to say; the academic success scores of the students in experiment and control groups have been different according to the learning methods carried out. In other words; academic success scores have changed due to the carried our experimental process. It can be said that these differences observed in the academic success scores are caused by pedagogical criticism method. Then, it has been understood that pedagogical success scores are more efficient than traditional teaching methods in improving the academic success scores of the students.It can be commented that pedagogical arts criticism method has a positive effect on the application studies of the students in visual arts lesson compared to traditional learning methods.