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Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi

Yıl 2012 , Cilt 31 , Sayı 2

Makale özeti ve diğer detaylar.

Makale özeti
Başlık :

Ilköğretim görsel sanatlar dersi için bir değerlendirme modeli

Yazar kurumları :
İnönü Üniversitesi, Güzel Sanatlar ve Tasarım Fakültesi, Resim Bölümü1
Görüntülenme :
Özet Türkçe :

Bu çalışma Görsel Sanatlar dersi kapsamında yapılan kil tablet çalışması adlı konu kapsamında kullanılacak olan değerlendirme kriterlerinin belirlenmesi amacıyla hazırlanmıştır. Çalışmada İlköğretim Görsel Sanatlar dersi Müze Bilinci ve Görsel Sanatlarda Biçimlendirme öğrenme alanlarında yer alan kazanımlarla, Sosyal Bilgiler dersi Bilim, Teknoloji ve Toplum öğrenme alanı içerisinde yer alan ortak kazanımlar ilişkilendirilmeye çalışılmıştır. Yapılan bu çalışma Malatya Merkez Atatürk İlköğretim Okulu 7. sınıflardan random yöntemi ile seçilen iki şubede bulunan toplam 64 öğrenci üzerinde uygulanmıştır. Çalışma kapsamında her iki dersin ortak kazanımları doğrultusunda hazırlanan ders planı çerçevesinde Malatya Arkeoloji Müzesi'ne bir gezi düzenlenmiştir. Düzenlenen bu gezi çerçevesinde bazı etkinlikler gerçekleştirilmiştir. Bu etkinliklerden bir tanesi de müzede bulunan bir tabletten yola çıkılarak yapılan özgün tablet çalışmasıdır. Yapılan bu tablet çalışmasının, Görsel Sanatlar dersi kapsamında hangi kriterlere göre değerlendirilmesi gerektiği konusu, çalışmanın asıl amacını oluşturmaktadır.

Özet İngilizce :

This study was done to determine the evaluation criteria to be used in a clay tablet production activity in visual arts lesson. In the study, the gains within the learning domains of museum awareness and formation in visual arts as specified in primary visual arts lesson curriculum were associated with the common gains specified within Science, Technology and Society learning domain. In all applications that are done with learning fields, visual arts course tries to bring in contemporary improvements (in expressing oneself, communicating with this expression style, thinking creatively, solving problems, choosing information and materials etc…) by taking essentially the understanding which gives importance to qualification and as a result of approaches, it tries to bring in the concept of beauty to the students. While doing this, it has been aimed that perception summation, hand, eye and mind are combined and with this aim the conscious implication of various techniques by counseling has been done. As part of instruction and education; using inside and outside the classroom when doing the lessons (park, garden, exhibition, museum, historical constructions, artist workshops, art and culture centers etc…), it helps to gain information and ability to be given and at the same time in the context of this information and abilities, it supports permanence for the information that is gained. Visual arts and social sciences courses have many common acquisitions especially in terms of instruction-education environment where the courses are done. This similarity brings closer the both courses in the context of transdisciplinary relation. As a matter of fact, it has been evaluated as a common acquisition that both courses deal with cultural and artistic changes which came from the past to the present. (MEB, 2006: 4).To fulfill these acquisitions, outside the class is preferred so that the interest of children increase, a flexible structure for education constitutes and puts forward a student oriented understanding. The acquisitions of both courses enable people to understand and evaluate the environment they live, and lead the individuals on how to set integration between the cultures of our modern times society and society that lived in the past. By relating the common acquisitions of these two different courses; when the courses are done in different places, without memorizing of students and at times when questioning is in the first place, the active attendance of students set the stage for forming a new understanding. (Yılmaz, 2011: 15). The cultural aim of a masterpiece apart from examining the relation with tradition, biography of the artist, manner, use of materials also examines how historical,cultural,political,social economic, religious incidents effects the art has taken place in the subjects of social sciences as well visual arts courses. There are three learning ranges within the scope of visual arts. These ranges: Forming in Visual Arts, Visual Art Culture and Museum Awareness. Forming in Visual Arts is a learning place where visual art elements such as line, texture, stain, construction, space, colour and artistic arrangement principles such as balance, highlight, harmony, change, movement, rhythm, grading, ratio in company with chosen activity, proposed method and techniques with applications directed to sensual and dynamic acquisitions suggest, evoke, being developed and being repeated. Visual Art Culture is a learning place that things form with art such as "aesthetic", "art criticism", "art history" and other disciplines being introduced into each other as winding. Museum awareness learning place where historical sites as well as museums, monuments, historical structures, art galleries etc. are used as learning place and where students know pieces counted as culture and historical inheritance. With this learning style, students comprehend the universal one apart from the local one; they know the lands of our country which consist of various and rich archaeological layers and know the civilizations of Anatolia and maybe the more important thing is that they gain conscious to protect these values. (MEB, 2006). Social sciences course has an expanding and continuing learning field from 4th grades at elementary education until 7th grades under different units. These are: "Individual and Society", "Culture and Heritage", "People, Places and Environments", "Production, Consumption and Distribution", "Power, Government and Society", "Time, Sustainability and Change", "Science, Technology and Society" and "Global Connections" (Ata, 2006: 759). Many units in Social Studies and acquisitions of many subjects inside the learning area of Visual Arts lesson has too much resemblance with each other. This issue is especially taken into consideration in the study. The study was conducted on 64 students selected randomly from among the 7th graders in Atatürk Primary School in Malatya province. As a part of the study, a trip to the Malatya Archeology Museum was arranged as required by the lesson plan prepared in line with the common gains of both lessons. Several activities were performed during this trip. One of the activities was a genuine tablet production activity based on a tablet in the museum. The main purpose of the present study is to decide what criteria to use to evaluate the tablets produced by the students in the visual arts lesson. With this aim, new evaluation models are developed of what kind of criterias must be used in the evaluation of the subject. The evaluation of models is handled as Evaluation Based on Visual Arts Process–Evaluation Based on Observation and Work or Product. The Applied Process and both of the work evaluation methods are for to measure the cognitive, psychomotor and sensual behaviours. The evaluation process is a kind of evaluation that allows the teacher to decide the progress of students while they are studying. With this process, observation of the students while studying and the realization of suggestions are predicated on. On the evaluation based on observation, it is important to diversify the observation tools for a healthy evaluation. Especially, the model of process evaluation observation form uses the applied studies as important evaluation criterias. Targets declared in advance are used as evaluation criterias in the evaluation of the work focused evaluation which contains the appliance studies of students at the end of process. Visual Arts is not only for appliance of course, also it is a culture area in which students get education on areas like history of art, aesthetics and art criticism. So, it is a must to evaluate the cognitive area next to work of art and process evaluation (Tuna, 2011: 261).

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