POST-MODERNİZMİN SANAT EĞİTİMİNE YANSIMA BİÇİMLERİ GÖRSEL KÜLTÜR VE ELEŞTİREL PEDAGOJİ

Çağımızda en büyük değişim iletişim alanında yaşanmaktadır. Küresel kültürde metne dayalı iletişim yerini görselliğin hâkimiyetine bırakmıştır. Bu değişim süreci görsel sanatlar eğitiminin içeriği üzerine yeniden düşünmeyi gerektirir. Bu anlamda son yıllarda dünyada sanat eğitimcileri tarafından öne çıkarılan yaklaşımlardan biri “Görsel Kültür Kuramı”dır. Bu araştırmada amacım sanat eğitiminde değişen paradigma doğrultusunda görsel kültür kuramını tanımlama yoluna giderek, bu kuramın öğretim metodolojileri konusunda genel bir bakış sağlamaktır. Bu çerçevede araştırmada öncelikle post-modern süreçte sanat eğitimini değişime zorlayan paradigmayı inceledim. Daha sonra sanat eğitimi alanyazınında görsel kültür ve eleştirel pedagoji kavramları ile görsel kültür kuramı çerçevesinde ortaya çıkan tartışmalara odaklandım. Bu çalışma özellikle sanat öğretmeni eğitimine katkı sağlamayı hedeflediğinden son bölümünde görsel kültür öğretim metodolojileri bağlamında örnek uygulamalara yer verdim.

Implications of Postmodernism on ArtEducation: Visual Culture and Critical Pedagogy

The greatest changes taking place today are in the communication field. This is particularly evident in the global culture, where text-based communication has given way to the dominance of visuality. This process of change requires re-thinking in the content of visual arts education. In recent years, one of the approaches raised by art educators is visual culture theory. In this study, my goal is to provide a general view of teaching methodologies reflecting this theory by defining visual culture theory within the framework of the changing paradigm in art education. In this study, I first examine the paradigm shift which is forcing changes to art education in the post-modern process. Afterwards, I focus on the concepts of visual culture and critical pedagogy and the discussions arising under the theory of visual culture in art education literature. As this study especially focuses on teaching critical interpretation of visual culture in pre-service teacher education, in the last section I consider model practices in the context of teaching methodologies of visual culture

Keywords:

Post-modern art, Post-modern pedagogy, Visual culture, Critical pedagogy Contemporary art education,

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