Öz
During the COVID-19 pandemic in 2020, people across the world experienced the transformation
from traditional classrooms to virtual platforms, overcoming physical distance
barriers. In visual art curricula, while local content was emphasized, pre-service teachers
encountered real-world examples for implementing such content effectively. This research
explored community-related teaching strategies that enhance students' learning, particularly
in the context of distance education as students had returned to their homes. This
study employed a qualitative case study design to investigate how pre-service visual art
teachers in Türkiye incorporated their experiences with cultural journalism into their lesson
plans and designs. The research involved six pre-service teachers enrolled in an art
teaching program at a university. The findings of the study were analyzed using thematic
analysis. The results revealed that the participants shifted their approach to plan design
from a tourist perspective to a critical perspective. Cultural journalism practices played a
significant role in helping participants move beyond clichéd representations of a place, allowing
them to adopt a more in-depth and insider perspective. These practices encouraged
questioning consumption-based perception management and promoted a more authentic
focus on experiences—essentially fostering the ability to see without losing connection to
the local context. Consequently, teacher reflected on and re-evaluated their perspectives of
the places they lived through intergenerational dialog, revisiting these places as educational
tools. In future research, an action study could be proposed to explore how visual culture
and critical art education are conducted based on an object representing the tourist gaze in
a specific locality.
Anahtar Kelimeler
Cultural Journalism Intergenerational dialog Critical place-based art education Teacher education.
Kaynakça
- Ball, E., & Lai, A. (2006). Place-based pedagogy for the arts and humanities. Pedagogy, 6(2), 261–287. https//doi.org/10.1215/15314200-2005-004
- Bertling, J. G. (2021). Opening thirdspace: Cultivating critical geographies in art teacher education. Visual Inquiry, Volume 10, Issue Landscapes of Learning: Art and Culture across Cities, p. 107 – 126.
- DOI: https://doi.org/10.1386/vi_00028_1
- Council of Higher Education [Yüksek Öğretim Kurulu] (2018). Resim-iş Öğretmenliği Programı, Turkey. [Art Teaching Programme]. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari.pdf
- Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods] (M. Bütün & S. B. Demir, Trans. Eds.). Siyasal Kitapevi.
- Dewey, J. (2021). Deneyim olarak sanat [Art as experience]. Vakifbank Kültür Yayinlari.
- Drexler, M. L. (2012). Inquiry into place-based education in art [Graduate Theses, Dissertations]. West Virginia University. https://researchrepository.wvu.edu/etd/684/ Eroğlu, A. (2017). John Dewey’de deneyim ve sanat [Experience and art according to John Dewey]. Hyperlink Publishing.
- George, D., Whitehouse, C., & Whitehouse, P. (2011). A model of intergenerativity: How the intergenerational school is bringing the generations together to foster collective wisdom and community health. Journal of Intergenerational Relationships, 9(4), 389–404. https//doi.org/10.1080/15350770.2011.619922.
- Giroux, H. (2001). Kuramdan direnişe [Theory and resistance in education]. Dost Publishing.
- Glesne, C. (2013). Nitel araştırmaya giriş [Becoming qualitative researching]. Anı Publishing.
- Graham, M. A. (2009). The power of art in multicultural education: The international stories project. Multicultural Perspectives, 11(3), 155–161. https//doi.org/10.1080/15210960903116712 Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change. Jossey-Bass Publishers.
- ANADOLU ÜNİVERSİTESİ SANAT & TASARIM DERGİSİ 543 Sanat&Tasarım Dergisi,15 (1), 2025: 524-544
- Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Education Research Journal, 40(3), 619–654. https://doi.org/10.3102/00028312040003619
- Gutbrod, J. (2021). Building empathy at the intersection of art nature & culture: A field guide for art educators. [Masters Theses]. Rhode Island School of Design https://digitalcommons.risd.edu/masterstheses/760
- Heaton, R., & Quan, S. C. L. (2023). Managing cognitive dissonance in art teacher education. Cambridge Journal of Education, 53(4), 473–494. https://doi.org/10.1080/0305764X.2023.2175789 Külebi, C. (1998). Bütün Şiirleri [All poems of the poet]. Adam Publishing.
- La Porte, A. M. (2000). Oral history as intergenerational dialogue in art education. Art Education, 53(4), 39–44. https://doi.org/10.2307/3193827
- Lai, A. (2012). Culturally responsive art education in a global era. Art Education, 65(5), 18–23. https://doi.org/10.1080/00043125.2012.11519188
- Lai, A., & Kan, K. H. (2020). Critical tourism as a pedagogy for art education abroad. Studies in Art Education, 61(2), 142–154. https://doi.org/10.1080/00393541.2020.1738176
- Langdon, E. A. (2017). Place-based and intergenerational art education [Unpublished doctoral dissertation]. University of North Texas. https://digital.library.unt.edu/ark:/67531/metadc1011804/ Lawton, P. H., & La Porte, A. M. (2013). Beyond traditional art education: Transformative lifelong learning in community-based settings with older adults. Studies in Art Education, 54(4), 310–320. https://www.jstor.org/stable/24465517 Liu, S.-T. N., & Kaplan, M. S. (2017). Intergenerational education. In A. Russ & M. E. Krasny (Eds.), Urban Environmental Education Review (pp. 185–193). Cornell University Press. http://www.jstor.org/stable/10.7591/j.ctt1qv5qhq.23 Prakash, M. D., & Esteva G. (2014) Eğitimden kaçmak [Escaping education]. Ütopya Publishing.
- Sanger, M. (1997). Viewpoint: Sense of place and education. The Journal of Environmental Education, 29(1). 4–8. https://doi.org/10.1080/00958969709599101 ANADOLU ÜNİVERSİTESİ SANAT & TASARIM DERGİSİ 544 Sanat&Tasarım Dergisi,15 (1), 2025: 524-544
- Sesigür, A., & Edeer, S. (2020). Place-based critical art education: An action research. International Journal of Education & the Arts, 21(25). https://doi.org/10.26209/ijea21n25 Urry, J. (2009). Turist bakışı [The tourist gaze]. BilgeSu Publishing.
- Urry, J. & Larsen J. (2022). Turist bakışı 3.0 [The tourist gaze 3.0]. Nobel Publishing.
- Wexler, L. (2011). Intergenerational dialogue exchange and action: Introducing a community-based participatory approach to connect youth, adults and elders in an Alaskan Native Community. International Journal of Qualitative Methods, 10(3), 248–264. https://doi.org/10.1177/160940691101000305
- Whiteland, S. (2013). Picture Pals: An intergenerational service-learning art project. Art Education, 66(6), 20–27. https//doi.org/10.1080/00043125.2013.11519246
Öz
2020'de ilan edilen pandemi sürecinde çeşitli lokasyonlarda ikamet eden insanlar, fiziksel
mesafeyi aşarak sınıfın nasıl sanal bir platforma dönüştüğünü deneyimledi. Görsel sanatlar
müfredatında yerel içerik öne çıkarılırken, öğretmen adayları bunun nasıl hayata
geçirileceğine dair gerçek dünya örnekleriyle karşılaşıyor. Araştırmanın temelini, zorunlu
acil uzaktan eğitim sürecinin bir parçası olarak öğrencilerin evlerine döndüğü ortamlarda,
öğrencilerin kendi öğrenmelerini geliştirecek toplumla ilişkili öğretim stratejilerinin nasıl
uygulanacağı konusu oluşturmaktadır. Bu çalışma, görsel sanatlar öğretmen adaylarının
kültürel gazetecilik deneyimlerini ders planlarına ve tasarımlarına yansıtma biçimlerini
incelemek için Türkiye'de nitel bir durum çalışması desenini benimsemiş ve bir üniversitede
sanat öğretmenliği programına kayıtlı altı öğretmen adayının katılımıyla gerçekleştirilmiştir.
Araştırmanın bulguları tematik analiz ile yorumlandı. Araştırmada, katılımcıların
süreçte turist bakışından eleştirel bir bakışa yönelerek plan tasarımlarını gerçekleştirdikleri
ortaya çıktı. Kültürel gazetecilik uygulamalarının katılımcıları yerin klişe göstergelerinden
kurtararak, içeriden ve derinlemesine bir bakış kazandırmasına katkı sağladı. Tüketime
dayalı bir algı yönetimini sorgulamaya açtı ve yerel olandan soyutlanmaksızın daha gerçekçi,
deneyime, başka bir deyişle görmeye, odaklanmayı destekledi. Sonuç olarak, katılımcıların
kuşaklararası diyalog yoluyla yaşadıkları yerleri görme biçimlerini sorguladığı
ve o yerlere bir öğretim aracı olarak yeniden baktığı söylenebilir. Gelecek araştırmalar için
yaşanan yerdeki turist bakışının bir nesnesinden hareketle görsel kültür ve eleştirel bakış
odağında sanat öğretiminin nasıl yürütüldüğü üzerine bir eylem araştırması önerilebilir.
Anahtar Kelimeler
Kültürel gazetecilik Kuşaklararası diyalog Eleştirel yer temelli sanat eğitimi Öğretmen eğitimi.
Kaynakça
- Ball, E., & Lai, A. (2006). Place-based pedagogy for the arts and humanities. Pedagogy, 6(2), 261–287. https//doi.org/10.1215/15314200-2005-004
- Bertling, J. G. (2021). Opening thirdspace: Cultivating critical geographies in art teacher education. Visual Inquiry, Volume 10, Issue Landscapes of Learning: Art and Culture across Cities, p. 107 – 126.
- DOI: https://doi.org/10.1386/vi_00028_1
- Council of Higher Education [Yüksek Öğretim Kurulu] (2018). Resim-iş Öğretmenliği Programı, Turkey. [Art Teaching Programme]. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari.pdf
- Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods] (M. Bütün & S. B. Demir, Trans. Eds.). Siyasal Kitapevi.
- Dewey, J. (2021). Deneyim olarak sanat [Art as experience]. Vakifbank Kültür Yayinlari.
- Drexler, M. L. (2012). Inquiry into place-based education in art [Graduate Theses, Dissertations]. West Virginia University. https://researchrepository.wvu.edu/etd/684/ Eroğlu, A. (2017). John Dewey’de deneyim ve sanat [Experience and art according to John Dewey]. Hyperlink Publishing.
- George, D., Whitehouse, C., & Whitehouse, P. (2011). A model of intergenerativity: How the intergenerational school is bringing the generations together to foster collective wisdom and community health. Journal of Intergenerational Relationships, 9(4), 389–404. https//doi.org/10.1080/15350770.2011.619922.
- Giroux, H. (2001). Kuramdan direnişe [Theory and resistance in education]. Dost Publishing.
- Glesne, C. (2013). Nitel araştırmaya giriş [Becoming qualitative researching]. Anı Publishing.
- Graham, M. A. (2009). The power of art in multicultural education: The international stories project. Multicultural Perspectives, 11(3), 155–161. https//doi.org/10.1080/15210960903116712 Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change. Jossey-Bass Publishers.
- ANADOLU ÜNİVERSİTESİ SANAT & TASARIM DERGİSİ 543 Sanat&Tasarım Dergisi,15 (1), 2025: 524-544
- Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Education Research Journal, 40(3), 619–654. https://doi.org/10.3102/00028312040003619
- Gutbrod, J. (2021). Building empathy at the intersection of art nature & culture: A field guide for art educators. [Masters Theses]. Rhode Island School of Design https://digitalcommons.risd.edu/masterstheses/760
- Heaton, R., & Quan, S. C. L. (2023). Managing cognitive dissonance in art teacher education. Cambridge Journal of Education, 53(4), 473–494. https://doi.org/10.1080/0305764X.2023.2175789 Külebi, C. (1998). Bütün Şiirleri [All poems of the poet]. Adam Publishing.
- La Porte, A. M. (2000). Oral history as intergenerational dialogue in art education. Art Education, 53(4), 39–44. https://doi.org/10.2307/3193827
- Lai, A. (2012). Culturally responsive art education in a global era. Art Education, 65(5), 18–23. https://doi.org/10.1080/00043125.2012.11519188
- Lai, A., & Kan, K. H. (2020). Critical tourism as a pedagogy for art education abroad. Studies in Art Education, 61(2), 142–154. https://doi.org/10.1080/00393541.2020.1738176
- Langdon, E. A. (2017). Place-based and intergenerational art education [Unpublished doctoral dissertation]. University of North Texas. https://digital.library.unt.edu/ark:/67531/metadc1011804/ Lawton, P. H., & La Porte, A. M. (2013). Beyond traditional art education: Transformative lifelong learning in community-based settings with older adults. Studies in Art Education, 54(4), 310–320. https://www.jstor.org/stable/24465517 Liu, S.-T. N., & Kaplan, M. S. (2017). Intergenerational education. In A. Russ & M. E. Krasny (Eds.), Urban Environmental Education Review (pp. 185–193). Cornell University Press. http://www.jstor.org/stable/10.7591/j.ctt1qv5qhq.23 Prakash, M. D., & Esteva G. (2014) Eğitimden kaçmak [Escaping education]. Ütopya Publishing.
- Sanger, M. (1997). Viewpoint: Sense of place and education. The Journal of Environmental Education, 29(1). 4–8. https://doi.org/10.1080/00958969709599101 ANADOLU ÜNİVERSİTESİ SANAT & TASARIM DERGİSİ 544 Sanat&Tasarım Dergisi,15 (1), 2025: 524-544
- Sesigür, A., & Edeer, S. (2020). Place-based critical art education: An action research. International Journal of Education & the Arts, 21(25). https://doi.org/10.26209/ijea21n25 Urry, J. (2009). Turist bakışı [The tourist gaze]. BilgeSu Publishing.
- Urry, J. & Larsen J. (2022). Turist bakışı 3.0 [The tourist gaze 3.0]. Nobel Publishing.
- Wexler, L. (2011). Intergenerational dialogue exchange and action: Introducing a community-based participatory approach to connect youth, adults and elders in an Alaskan Native Community. International Journal of Qualitative Methods, 10(3), 248–264. https://doi.org/10.1177/160940691101000305
- Whiteland, S. (2013). Picture Pals: An intergenerational service-learning art project. Art Education, 66(6), 20–27. https//doi.org/10.1080/00043125.2013.11519246
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Görsel Sanatlar (Diğer) |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 20 Haziran 2025 |
| Gönderilme Tarihi | 24 Ekim 2024 |
| Kabul Tarihi | 19 Şubat 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 15 Sayı: 1 |
