Araştırma Makalesi
İlköğretim Öğrencilerinin Resimsel Anlatımlarında Popüler Kültür Algısı (Norveç Çok Kültürlü Fjell İlköğretim Okulu Örneği)
Öz
Bu araştırmanın amacı ilköğretim öğrencilerinin resimlerinde ve resimlerine yönelik yazılı anlatımlarına dayalı sanatsal ifadelerinde popüler kültürün etkilerini araştırmaktır. Bu genel amaç kapsamında araştırma öğrencilerin çevrelerine, okul ve evlerindeki günlük yaşamlarına, birbirleri ile olan sosyal etkileşimlerine ve çevrelerindeki ritüellere dayalı olarak popüler kültürden ne boyutta etkilendiklerini resimsel anlatımlarındaki popüler imajlar ve konulara dayalı olarak incelemiştir. Araştırma Norveç-Drammen’deki Fjel Çok Kültürlü İlköğretim Okulu’nda öğrenim görmekte olan 10-13 yaş arasındaki öğrencilerle gerçekleştirilmiştir. Araştırma örneklemini Fjel Çok Kültürlü İlköğretim Okulu’ndaki beş farklı sınıftan 42 Türk öğrenci oluşturmaktadır. Nitel araştırma yöntemiyle desenlenen araştırmanın verileri resimler ve resimlerde anlatılanlara ilişkin yazılı görüşler biçiminde toplanmış, elde edilen bulgular betimsel analiz yoluyla çözümlenip yorumlanmıştır. Araştırma nitel araştırma desenlerinden sanat temelli araştırma (art-based inquiry) deseni kullanılarak gerçekleştirilmiştir. Araştırma sonucunda; öğrencilerin büyük bir kısmının resimsel anlatımlarında popüler kültürün etkisi altında kaldıkları ve popüler kültür temalarını en favori imajları olarak kullandıkları görülmüştür.
Anahtar Kelimeler
Kaynakça
- Akca, G.. (2003). Küreselleşme ve Ulus-Devlet, Selçuk İletişim, (3)1, ss. 74-81.
- Aland, J. (2005). The Arts: In Schools: Beyond 2000.Queensland Studies Authority. Accessed on 18/09/2005, from http://www.qsa.qld.edu.au/yrs1to10/kla/arts/research.html
- Alver, F. ve Gül, A.A. (2005). Çocukların medya kullanımı. 2. Uluslararası Çocuk ve İletisim Konferansı’nda sunulmuş bildiri, İstanbul Üniversitesi.
- Arnstine, D. (1990). Art, aesthetics, and the pitfalls of discipline-based art education. Educational Theory, 40 (4): 415-422.
- Buckingham, D. (1998) Teaching Popular Culture: Beyond Radical Pedagogy. London: UCLPress.
- Chapman, L. H. (2003). Studies of the mass art. Studies in Art Education, 44(3), 230-243.
- Cole, A. L., & Knowles, J. G. (2001). Lives in context: The art of life history research. Walnut Creek, CA: AltaMira Press. (262 p.)
- Binark, M., Sütcü, G. B. & Fidaner, I. B., (2009). Dijital oyun rehberi, Kalkedon Yayınları.
- Boughton, D & Mason, R. (1999) Beyond multicultural education: International perspectives, Waxman Munster New York , Volume 3, p. 3
- Cesur, S. & Paker O. (2007), Televizyon ve çocuk: Çocukların TV programlarına ilişkin tercihleri, Elektronik Sosyal Bilimler Dergisi.6(19), ss. 106-125
- Clarke, R. (1996). The meaning of artistic tradition in a multicultural society, Journal of Art and Design Education, Vol 8/ 3, p. 171
- Dawn, J. & Southcott, J. (2006). Multiculturalism in arts education: engaging schools in effective and authentic pedagogies, in AARE 2006 conference papers, Australian Association for Research in Education (AARE), Coldstream, Vic., pp. 1-6.
- Denzin N.K. & Lincoln, Y.S. (eds.). (2005). The Sage Handbook of Qualitative Research, Third Edition, Sage, Thousand Oaks.
- Efland, A. D. (1995). Change in the conceptions of art teaching. In Context, content, and community in art education beyond postmodernism, ed. Neperud, R. NY: Teachers College Press.
- Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
- Eisner, E., & Barone, T. (1997). Arts-based educational research. In R. M. Jaeger (Ed.), Complementary methods for research in education (2nd ed., pp. 73-94). Washington, DC: American Educational Research Association.
- Eisner, E. W. (1991). What the arts taught me about education. In Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts, eds. Willis, G. and Schubert, W. H., 34-48. Albany, NY: SUNY.
- Finley, S. (2005). Arts-based inquiry: Performing revolutionary pedagogy. In N. K. Denzin and Y. S. Lincoln (Eds.). Handbook of Qualitative Inquiry, 3rd edition. Thousand Oaks, CA: Sage.
- Francesco, Anne M. ve Barry A. Gold. (1998), International Organizational Behavior, Prentice Hall, New Jersey.
- Freedman J. (1999, March). Implement aspects of social reconstruction theory into classroom practice. An international symposium in art education. The prospects of art education in the 21st century, Taiwan museum of art.
- Freedman, K. (2003). The importance of student artistic production to teaching visual culture. Art Education, 56(2), 38-43.
- Hofstede, G. (1980). Culture’s consequences, international differences in work-related values. Berverly Hills, CA: Sage.
- Hughes, A. (1998). Reconceptualizing the art curriculum. Journal of Art & Design Education. 17(1), 41-49.
- MacPhail, Ann & Kinchin, Gary (2004) The use of drawings as an evaluative tool: students’ experiences of Sport Education. Physical Education and Sport Pedagogy, 9, (1), 87-108. (doi:10.1080/1740898042000208142)
- Hudson, P. & S. Hudson. (2001). Linking visual arts with science and technology in the primary classroom. Investigating: Australian Primary and Junior Science Journal, 17 (4): 26-29.
- Kaya, K. & Tuna, M. (2008). İlköğretim çağındaki çocukların sosyalleşmesinde televizyonun etkisi, Sosyal Bilimler Dergisi, (5)17, ss.159-182.
- Kluckhohn, F.R. & Strodtbeck, F.L. (1961). Variations in Value Orientations. Evanston, Ill.: Row, Peterson
- Korkmaz, İ. E. & Seçkin A. (2005) Popüler kültür ve iletişim, Erk Yayınları
- Mahlmann, J. (n.d.). What students should know and be able to do in the arts: Summary statement. Cited in
- Kırca, S. (2001). Medya ürünlerinin küresel yayılımı, yerelleştirilmesi, uluslararası kimliklerin yaratılması, Doğu-Batı Dergisi (Popüler Kültür Sayısı), (4)15, ss. 173-184.
- Russell-Bowie, D. (2006). MMADD about the arts! An introduction to Primary Arts Education, Frenchs Forest, NSW: Pearson Education Australia. McFee, J.K. (1991). Art Education Progress: A Field of dichotomies or network of mutual support. Studies in Art Education, 32(2), 13-14.
- Marsh, J. (Ed.). (2005). Popular culture, new media and digital literacy in early childhood. London: RoutledgeFalmer.
- McCarthy, C., Giardina, M.D., Harewood, S.J., and Park, J.K. (2003) Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity.Harvard Educational Review, 73 (3), 449-465.
- Trompenaars, F. (1993). Riding the Waves of Culture. London: Brealey. Welch & Greene, 1995).
- Wilson, B., & Wilson, M. (1977). An iconoclastic view of the imagery sources in the drawing of young people. Art Education, 30(1), 5-11.
- Yetim, N. (2004). Küresel üretim yapılanmasına kültürel yanıtlar: Ulusal-yerel?, Doğu-Batı Dergisi (Dünya Neyi Tartışıyor ? I: Küreselleşme Sayısı), (5)18, ss. 133-143.
Primary School Students' Popular Culture Perception in Their Pictures (The Example of Multicultural Fjell Primary School in Norway)
Öz
This study aims to investigate the influence of popular culture in children’s artistic representations
based on pictures and written thoughts on pictures. For this main purpose this study investigated the students’
popular image and subject affected by their daily life in school and at home, social interaction with each other
and rituals through popular culture. The study investigated a sampling between 10-13 years-old students in a
multicultural primary school in Norway-Drammen. The study sampled from the Turkish students in five
different classes at Fjell Multicultural Primary School. Through the research it was asked students to draw their
favorite subject and image and answer the questions about their drawings. As a result of the research, it was
found that the majority of the students explained their favorite popular image and subject by using popular
culture themes, and most of the students’ pictures are affected by popular culture. Great majority of the students
used ‘sport’ as popular culture theme, important portion of students used ‘computer technology’ and ‘trade
marks’ as popular culture themes in their pictures The rest of the students’ used ‘wearing, TV & computer
figure, daily life activity and music’ as popular culture themes in their pictures.
Anahtar Kelimeler
Kaynakça
- Akca, G.. (2003). Küreselleşme ve Ulus-Devlet, Selçuk İletişim, (3)1, ss. 74-81.
- Aland, J. (2005). The Arts: In Schools: Beyond 2000.Queensland Studies Authority. Accessed on 18/09/2005, from http://www.qsa.qld.edu.au/yrs1to10/kla/arts/research.html
- Alver, F. ve Gül, A.A. (2005). Çocukların medya kullanımı. 2. Uluslararası Çocuk ve İletisim Konferansı’nda sunulmuş bildiri, İstanbul Üniversitesi.
- Arnstine, D. (1990). Art, aesthetics, and the pitfalls of discipline-based art education. Educational Theory, 40 (4): 415-422.
- Buckingham, D. (1998) Teaching Popular Culture: Beyond Radical Pedagogy. London: UCLPress.
- Chapman, L. H. (2003). Studies of the mass art. Studies in Art Education, 44(3), 230-243.
- Cole, A. L., & Knowles, J. G. (2001). Lives in context: The art of life history research. Walnut Creek, CA: AltaMira Press. (262 p.)
- Binark, M., Sütcü, G. B. & Fidaner, I. B., (2009). Dijital oyun rehberi, Kalkedon Yayınları.
- Boughton, D & Mason, R. (1999) Beyond multicultural education: International perspectives, Waxman Munster New York , Volume 3, p. 3
- Cesur, S. & Paker O. (2007), Televizyon ve çocuk: Çocukların TV programlarına ilişkin tercihleri, Elektronik Sosyal Bilimler Dergisi.6(19), ss. 106-125
- Clarke, R. (1996). The meaning of artistic tradition in a multicultural society, Journal of Art and Design Education, Vol 8/ 3, p. 171
- Dawn, J. & Southcott, J. (2006). Multiculturalism in arts education: engaging schools in effective and authentic pedagogies, in AARE 2006 conference papers, Australian Association for Research in Education (AARE), Coldstream, Vic., pp. 1-6.
- Denzin N.K. & Lincoln, Y.S. (eds.). (2005). The Sage Handbook of Qualitative Research, Third Edition, Sage, Thousand Oaks.
- Efland, A. D. (1995). Change in the conceptions of art teaching. In Context, content, and community in art education beyond postmodernism, ed. Neperud, R. NY: Teachers College Press.
- Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
- Eisner, E., & Barone, T. (1997). Arts-based educational research. In R. M. Jaeger (Ed.), Complementary methods for research in education (2nd ed., pp. 73-94). Washington, DC: American Educational Research Association.
- Eisner, E. W. (1991). What the arts taught me about education. In Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts, eds. Willis, G. and Schubert, W. H., 34-48. Albany, NY: SUNY.
- Finley, S. (2005). Arts-based inquiry: Performing revolutionary pedagogy. In N. K. Denzin and Y. S. Lincoln (Eds.). Handbook of Qualitative Inquiry, 3rd edition. Thousand Oaks, CA: Sage.
- Francesco, Anne M. ve Barry A. Gold. (1998), International Organizational Behavior, Prentice Hall, New Jersey.
- Freedman J. (1999, March). Implement aspects of social reconstruction theory into classroom practice. An international symposium in art education. The prospects of art education in the 21st century, Taiwan museum of art.
- Freedman, K. (2003). The importance of student artistic production to teaching visual culture. Art Education, 56(2), 38-43.
- Hofstede, G. (1980). Culture’s consequences, international differences in work-related values. Berverly Hills, CA: Sage.
- Hughes, A. (1998). Reconceptualizing the art curriculum. Journal of Art & Design Education. 17(1), 41-49.
- MacPhail, Ann & Kinchin, Gary (2004) The use of drawings as an evaluative tool: students’ experiences of Sport Education. Physical Education and Sport Pedagogy, 9, (1), 87-108. (doi:10.1080/1740898042000208142)
- Hudson, P. & S. Hudson. (2001). Linking visual arts with science and technology in the primary classroom. Investigating: Australian Primary and Junior Science Journal, 17 (4): 26-29.
- Kaya, K. & Tuna, M. (2008). İlköğretim çağındaki çocukların sosyalleşmesinde televizyonun etkisi, Sosyal Bilimler Dergisi, (5)17, ss.159-182.
- Kluckhohn, F.R. & Strodtbeck, F.L. (1961). Variations in Value Orientations. Evanston, Ill.: Row, Peterson
- Korkmaz, İ. E. & Seçkin A. (2005) Popüler kültür ve iletişim, Erk Yayınları
- Mahlmann, J. (n.d.). What students should know and be able to do in the arts: Summary statement. Cited in
- Kırca, S. (2001). Medya ürünlerinin küresel yayılımı, yerelleştirilmesi, uluslararası kimliklerin yaratılması, Doğu-Batı Dergisi (Popüler Kültür Sayısı), (4)15, ss. 173-184.
- Russell-Bowie, D. (2006). MMADD about the arts! An introduction to Primary Arts Education, Frenchs Forest, NSW: Pearson Education Australia. McFee, J.K. (1991). Art Education Progress: A Field of dichotomies or network of mutual support. Studies in Art Education, 32(2), 13-14.
- Marsh, J. (Ed.). (2005). Popular culture, new media and digital literacy in early childhood. London: RoutledgeFalmer.
- McCarthy, C., Giardina, M.D., Harewood, S.J., and Park, J.K. (2003) Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity.Harvard Educational Review, 73 (3), 449-465.
- Trompenaars, F. (1993). Riding the Waves of Culture. London: Brealey. Welch & Greene, 1995).
- Wilson, B., & Wilson, M. (1977). An iconoclastic view of the imagery sources in the drawing of young people. Art Education, 30(1), 5-11.
- Yetim, N. (2004). Küresel üretim yapılanmasına kültürel yanıtlar: Ulusal-yerel?, Doğu-Batı Dergisi (Dünya Neyi Tartışıyor ? I: Küreselleşme Sayısı), (5)18, ss. 133-143.
Toplam 36 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Haziran 2010 |
| Yayımlandığı Sayı | Yıl 2010 Cilt: 9 Sayı: 3 |