Arts and Crafts Teacher Candidates' Visual Literacy Skills

METHODS OF TEACHING AND LEARNING IN THE FIELD OF BILDLITERALITÄT / VISUAL LITERACY ABSTRACT In this paper, that addresses different methods of teaching and learning in the field of Bildliteralität, the experiences with competence orientated art education are in the mainframe of research. The goal is to get more detailed information about the specific teaching-learning interaction by using the model of competence orientated visual literacy (according to the European Guideline CEFR_VL). The setting of a task in the process of the creative work within the parameters of visual literacy is a major issue. One of the research goals was the process how the children would appropriate professional, personal social competencies. These teaching-learning processes were supposed to be discussed later on in the discourse of art education. The ongoing inquiry started in 2014/15. Up to now the location of the inquiry were two classes in a viennese primary school (age bracket 6-9 years). The frame of reference was multilingualism. The choice of the schools corresponded to socio-economic and socio-cultural circumstances. Using art specific didactic methods under the mainframe of the competency model were supported by documenting and interpretating. Qualitative research methods (participating supervision, interviewing, photo- and video documentation, phenomenological analysis, case study) were used to get a larger context how visual literacy methods are positioned in art education. Within the span of a few weeks time up to the period of several months the tasks brought little by little the addressed competencies to light. It is helpful using the competence-orientated model of visual literacy within an artistic setting of serial tasks rather than analysing a single task. But ist demands a larger amount of time to make competencies accessible by acting in the artistic field. KEYWORDS: Bildliteralität, Visual Literacy, Teaching-Learning Methods, Creativity, Competence orientated Learning, Assignment of tasks

The study entitled Visual Literacy of Grade Five Pupils in Cadalian Elementary School and San Roque Central Elementary School aimed to determine the level of visual literacy of grade five pupils of Cadalian Elementary School and San Roque Central Elementary School and to determine the difference between their levels. This study employed the descriptive-comparative design and was conducted at Cadalian Elementary School located in Cadalian Baguio District, Davao City and San Roque Central Elementary School located in Lacson St. Obrero, Davao City. The respondents of this study were the grade five pupils in Cadalian Elementary School and San Roque Central Elementary School enrolled in the school year 2013-2014. The researcher administered the researcher-made questionnaire and constructed an interval scale based on the theory of Giorgis and Bonomos’ (1999) concept on visual literacy to determine the level of visual literacy of the grade five pupils in Cadalian Elementary School and San Roque Central Elementary School. The findings of the study revealed that the level of visual literacy of the grade five pupils in Cadalian Elementary School was very high with a mean score of 32.24, while the level of visual literacy of the grade five pupils in San Roque Central Elementary School was also very high with a mean score of 33.09, which shows that the grade five pupils of both schools could construct meaning from visual images very effectively wherein the pupils used their critical skills of exploration, critique and reflection in order to make meaning from images. Hence, this study recommended the following: a) The Administration of Cadalian Elementary School and San Roque Central Elementary School should establish programs that would sustain the visual literacy of the pupils; b) The administration of the Cadalian Elementary School and San Roque Central Elementary School should strengthen their programs involving the pupils’ critical skills of exploration, critique and reflection; c) The teachers should give the pupils different kinds of viewing materials as well as questions to enhance their level of visual literacy; d) The teachers should expose their pupils to different kind of visual representations especially those that are appropriate for their levels; e) The future researchers should consider a lot of factors affecting visual literacy for them to easily determine if their respondents is a good or a poor viewer and they should consider older group of respondents to achieve more accurate results.

Procedia - Social and Behavioral Sciences, 2014

In today's societies prudential Education Visual Arts has a gradually improving priority and importance. In Turkey from declaring of Republic until now, Visual Arts Coming with perpetual changing, confront us as the lesson of which aim hasn't become clear. Even nowadays, uncertainty of aims of art training in high schools helps us to understand the hardship of the Issue, ıs Visual Arts a free time activity that put in the high School Corricula. Or an activity that has many acquisitions in which it harbours its aims. What's the actual aim of Visual Arts? These questions have unfortunately been unanswered. This question's answer is; most or people from the ones who prepare the Visual Arts Training Curricula to the teachers who teach the lesson don't actually know the functions and aim of Visual Arts Because of this and because of not being understood by students' parents and directors the Visual Arts lesson hasn't reached its aim. Besides, the students squeezed among the scholarship exams, level setting exams, school and courses, slide over or make up excuses that it is a talent. In any case in schools that have many problems, visual arts have become a big matter's skein that come from the past and can't be solved.

inter-disciplinary.net

The conception of General Educational Program in the Czech Republic in the art education sector, implemented the semantization process as main differentiating approach from traditional reflexive model. Visual art is by this methodology understood as non fungible means for cognition and communication, and creativity as basic element of dynamic artistic process, where student acts as self-reliant individuality. The art production and interpretation consist of sign-constructs that enable existential self re-creation of students in interpretation process, and so becomes personal and social experimental practice in semantization. The main innovation, compared to the traditional art education, resides in semantic interpretation of visual expressivity and content interpretation of visual perception that facilitates conscious perception, creation and interpretation of visual expressions, emphasizing the role of communication. The second part discusses practical application of semantic approach on selected projects. The project EduArt, developed on national level, as a pilot methodology of imaginary implemented in the elementary education that verifies semantic methods in form of experiments. The results from theoretical research have been also utilized into the curriculum of 2 newly accredited disciplines at the Charles University in Prague (CHUP) -1) Electronic Culture and Semiotics; 2) New Media Studies.

CEPS Journal, 2019

• In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers' further professional training in the visual arts area.

This study aims to determine the perception levels of art educator candidate students of traditional culture and popular culture symbols or expressions on the works of art. This study is important in terms comprehension of students' perception skills and to determine whether these understandings are reflected in their artistic skills or not. A survey was conducted to find out the perception of culture on a total of 70 students studying in the 1 st , 2 nd , 3 rd , 4 th grades at the Painting Education Department of Necmettin Erbakan University, Ahmet Keleşoğlu Education Faculty, Fine Arts Education Department. Art works containing cultural symbols and expressions were used by the researcher in the study. Student views were taken over eight works of art with details from different cultures. The data of the research where the qualitative research method was used are collected in the form of written opinions about the works. In the analysis of the work, the data obtained from the views taken with the help of the questions which reveal the nature of the art history of the work was analyzed and interpreted through content analysis.

International Journal of Education Technology and Scientific Researches, 2022

The points that the education sways affecting the society are thought-provoking. Today, the solution of many issues that set the agenda can be found in consciously planned human education. The proverb of "As the twig is bent so is the tree inclined" should be guiding and today, while discussing concepts such as globalization and universality, the fact that each individual can serve the public in a universal whole with their own characteristics and the differences of the culture in which he/she takes shape should not be ignored. From this point of view, investigating the effects of application of Multi Disciplinary Visual Arts Educational Method which includes the disciplines of Art History, Art Criticism, Aesthetics and Practice and Constructivist (Constructionist) Learning Approach and Traditional Turkish Arts topics in the 6th grade Visual Arts Class will contribute to the importance of traditional arts education within the scope of visual arts. In addition, it is thought that the research findings will provide a new perspective in terms of both performance and educational method. The investigator has carried out the content analysis based on the qualitative data gathered from students and teachers in the course of 6 weeks education by means of observation, interview forms, activity sheets and program drawn up by himself, where he has emloyed the pilot application. Along with that, after the investigation of the documents in the students portfolios, formed by means of activities aimed at the "Visual Works Reflecting and Introducing National Culture" attainment in the "Visual Arts Culture" learning domain included in the program, students are tried to be evaluated. The activities are contributed both from the viewpoint of subject and the visual arts education. Findings show that students succeed in "Individual meaning making process", "New knowledge and current knowledge joining", "Social interaction" and "Authentic tasks"; knowledge acquiring, problem solving and critical creative thinking skills are at the highest levels; knowledge acquiring is conscious. A visual arts classroom environment and the participant observer investigator have made a great contribution to ensuring such phenomens as "Different perception of education", "Being a thinking class", "Active and eager participation in activities", "Superior thinking skills" and "Teacher and peers cooperation" and making a "Classroom environment" pleasant by employing the program.

Research on education and psychology, 2020

The aim of this study is to reveal the opinions of teachers about the effectiveness of the fine arts course in transferring the values to the students studying in primary and secondary schools. Phenomenology (phenomenon) pattern was used in the study conducted by qualitative research method. The study group consisted of 19 teachers aged between 24 and 50 years. Appropriate sampling technique was used to involve teachers in the research. Within the scope of the research, interviews were made with visual arts teachers working in primary and secondary schools of Ministry of National Education in Konya. In the scope of the research, semi-structured interview form, consisting of open-ended questions, was used to get the views of visual arts teachers about the effectiveness of the visual arts education course. The data obtained through interviews were analyzed with content analysis method. In the content analysis, an inductive approach was presented, first categories were created and then the themes representing the categories in the best way were formed. As a result of content analysis, 5 themes emerged. These themes can be listed as follows: The role of the visual arts course in the value transfer, the different aspects of the visual arts course from the other courses in the value transfer process, the methods and techniques that can be used in the visual arts course in the value transfer, the effect of the use of the visual arts course in the value transfer on the students' attitudes and behaviors, contribution to moral development. These themes are divided into several categories. The results of the research were discussed and recommendations were made in the light of the relevant literature.

DEVELOPMENT OF VISUAL LITERACY LEVELS SCALE IN HIGHER EDUCATION Rumiye Arslan, Gülbin Zeren Nalinci Amasya University, Faculty of Education 05100 Amasya/Turkey rumiye.arslan@gmail.com guzeren@hotmail.com ABSTRACT The aim of this study is to develop a scale determining the visual literacy levels of university students. After reviewing the relevant literature a 75 item draft scale was prepared. The scale was applied to 3rd and 4th year students of Education Faculty of Amasya University. Non-functional items have been excluded from the scale as a result of the factor analysis and 41 items have been included. It has been determined that the statements in the scale are gathered in 7 dimensions. These dimensions consisted of: “Identification of the need for visual”, “Finding and accessing visual sources”, “Analyzing and interpreting the visuals”, “Evaluation of visuals and visual sources”, “Effective usage of visuals and visual media”, “Designing and creating visuals” and “Taking ethical and legal issues into consideration”. The General Cronbach Alpha internal consistency of the scale has been determined as α =.947. Keywords: Visual Literacy, Higher Education, Competency, Performance, Evaluation Instrument

Based on the general objectives of Turkish National Education, the art curriculum in secondary education has been restructured in order to train individuals to be modern, rational, creative, devoted to national and historical values, and with aesthetic awareness. The works in curriculum development in education and the contemporary approaches to curriculum are also parallel with art education. The works that intend to improve quality in education involve analyzing the existing curriculums with the aim of restructuring those curriculums. In this context, the present work aims to justify changing the word " Painting " in the name of the secondary (high school) art curriculum and to highlight the functionality of this change. The explanation of this radical change in the curriculum based on the opinions of the people who experience the change directly reveals the importance of the present work. The present work also uncovers