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Görsel sanatlar alanı özel yetenekli öğrencilerde, hızlı öğrenme ve öğrendiğini yeni bağlamda kullanarak ürüne dönüştürme özelliği görülmektedir. Bu özellik özgün ya da sentez sanat eseri elde etmenin temel gereğidir. Öğrencilerin bu farklılığı, görsel sanatlar eğitiminde farklı bir müfredatı gerektirmiştir. Müfredatın içeriği kadar müfredatın uygulama süreci, ortaya çıkarılan sanat ürünleri ve öğrencinin yetiştiği ortam da önemli olmaktadır. Görsel sanatlar alanında özel yetenekli bireylere yönelik müfredat konusunu ele alan yayın eksikliği görülmektedir. Bu çalışmada görsel sanatlar alanı, özel yetenekli bireylere verilecek eğitimin içeriği ve uygulama süreci irdelenmiştir. Çalışmayla görsel sanatlarda özel yetenek eğitimi veren eğitimcilere ders içeriği ve uygulama süreci konusunda yardımcı olmak amaçlanmıştır. Literatüre dayalı olan bu çalışmada şu sonuçlara varılmıştır: Müfredat, disiplinlerarası olmanın yanında disiplin temelli (sanatın iç disiplinleri) olacak bir yapıda olmalıdır. Özgün ya da sentez ürün elde edebilmek için temel beceriler yanında sosyal ve bilişsel becerilerin gelişimi de önem kazanmaktadır. Öğrencilerin kapasitelerini zorlamaları için müfredat zorlaştırılmış olmalı, esneklik için geniş tabanlı temalar şeklinde tasarlanmalı, veri düzeyinde az bilgiye, soyut kavram ve genellemelere daha çok yer verilmelidir. Yeni ya da sentez ürün için yapılmış sanat örneklerinin eleştirel bir gözle incelenmesi, gözlem, araştırma, deneme, biyografilerden faydalanma gibi öğrenme şekillerinden faydalanılmalıdır. Ayrıca özel yetenekli öğrenciler resimlerinde çoklu bakış açıları yanında çok anlamlılık gibi özellikler sunduklarından öğrencilere resimde dikey mekân anlayışının sanatsal ifade imkânları sunulmalıdır.
The field of visual arts is seen in special skilled students, the ability to quickly learn and convert what they learn into a product using a new context. This feature is the basic requirement for obtaining original or synthetic artwork. This difference in students requires a different curriculum in the education of visual arts. As the contents of the curriculum, the application process of the curriculum, the exposed art products and the environment in which the student grows are also important. There is a lack of publication that addresses the subject of the curriculum for special skilled individuals in the field of visual arts. In this study, the field of visual arts, the content of education and the application process will be given to special skilled individuals. The study is aimed at helping educators providing special skills in visual arts in the course content and the application process. This literature-based study has come to the following conclusions: The program must be in a structure that will be disciplined (interdisciplines of art) in addition to being interdisciplinary. Original or synthetic products. In addition to basic skills, the development of social and cognitive skills is also important. The curriculum should be challenged in order to force students to their capabilities, designed in the form of broad-based themes for flexibility, less knowledge, more abstract concepts and generalizations at data level. for new or synthetic products Critical study of the art examples, observation, research, experimentation, and biographies should take advantage of learning ways. Also, as special skilled students offer features such as multi-significance along with multiple perspectives in their pictures, students should be offered the artistic expression of the understanding of the vertical space in the picture.
Talented students in the field of visual arts have the ability to learn quickly and transform what they have learned into a product by using it in a new context. This feature is the basic requirement of obtaining original or synthesis artwork. This difference of students necessitated a different curriculum in visual arts education. The application process of the curriculum, the art products and the environment in which the student grows up are as important as the content of the curriculum. There is a lack of publications addressing the curriculum for talented individuals in the field of visual arts. In this study, the field of visual arts, the content of the education to be given to talented individuals and the application process were examined. The aim of the study is to assist educators who provide special talent training in visual arts with the course content and application process. Based on the literature, the following conclusions were reached in this study: The curriculum should be discipline-based (internal disciplines of the arts) as well as being interdisciplinary. In addition to basic skills, the development of social and cognitive skills gains importance in order to obtain an original or synthesis product. The curriculum should be made more difficult for students to push their capacities, it should be designed as broad-based themes for flexibility, less information at the data level, abstract concepts and generalizations should be given more place. Learning styles such as critical examination of art samples made for a new or synthesis product, observation, research, experimentation, and biographies should be utilized. In addition, since talented students present features such as polysemy in addition to multiple perspectives in their paintings, artistic expression opportunities of the vertical space understanding in painting should be presented to the students.
Journal Type : Uluslararası
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