Abstract:

The general purpose of the study is to reveal the impact on student success of the processing of the perspective subject of the 7th class Visual Arts course according to the multidisciplinary method of visual arts education (CAGSEY). In the study, the experimental patterns used the pre-test-sontest control group model. The study group consists of 60 students at 7th grade. One of these branches is the experiment of the research, the other is the control group. The research has been used as an academic success test as a data collection tool. In the analysis of the data, independent and dependent samples from the parametric tests were used t-test. Given the results of the study, a significant difference was found in the advance of the academic success of the CAGSEY-applicated experimental group in the pre-sontest score average. Traditional teaching method used in the control group of the academic success test in advance-sontest score average is a meaningful difference in favor of estest. The academic success of the experimental and control groups are a significant difference between the average score and the average score of the experimental group. As it would be difficult to observe the whole class in the experimental group, the art critic form was applied to the three students who represent the class by an unselective sample method from the extreme or contrary situation sample. As a result of this application, the activities performed with ÇAGSEY have left a positive impact on students. Three students selected by an unselective method learned new information about the events; students also pointed out that they are interested in the practices made and that they have positive opinions about the method. The subject of perspective taught by ÇAGSEY has developed positive views of the art, the artwork, the artist in the students; has increased the student’s confidence in themselves; has given them the ability to look critically towards their own artwork. For these reasons, it has been concluded that the use of CAGSEY, which combines disciplines such as art criticism, aesthetics, art history and practice, is important and necessary in the education of visual arts. In order to make this method more effective in high schools, it is recommended that two hours of the visual arts course are held in a row and that a visual arts workshop is held in each school. Keywords: Art, Visual Arts Education, Perspective, Multidisciplinary Visual Arts Training Method, Student Success. Abstract The purpose of this research is to assess the effect of the interdisciplinary visual arts education (IVAE) on student success rate in covering the perspective topic in the 7th grade visual arts course. A pre-test and post-test experimental design was used in the study. The sample includes sixty 7th grade students as experimental and control groups. The IVAE method was applied to the experimental group and the traditional teaching method was used for the control group. Academic success test was used as a data collection means. The data were analyzed by using a parametric dependent and independent t-test. The difference between pretest and posttest scores of the academic success of the experimental group was found statistically significant, in favor of posttest. There was a significant difference in academic achievement between the pretest-posttest average scores of the control group in favor of posttest. A significant difference was found between the posttest scores in the academic achievement mean scores of the experimental and control groups in favor of the experimental group. Since it was difficult to observe the entire class as an experimental group, three students were selected from the experimental group with the random sampling method and were given the art criticism form. The IVAE method had a positive effect on these students. Students, selected by random method, learned new information about the activities and were in favor of the method. The perspective topic, taught with the IVAE method had positive impact on students; increased students' confidence; them develop positive perspectives on art, artwork and artists and increased their ability to criticize their own artwork. It has been concluded that IVAE that combines disciplines such as art criticism, aesthetics, art history and practice, plays a significant role in visual art education. To apply the method more effectively in middle schools, suggestions were raised to make two hours consecutive visual arts lessons and to have a visual arts workshop in each school. Keywords: Art, Visual Arts Education, Perspective, Multidisciplinary Visual Arts Education Method, Student Achievement.

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