Abstract:

The aim of this study is to reveal how conservative students express their thoughts on the concept of "art education" through metaphors. The sample of the study is composed of 72 students who are educated in Ankara Yıldırım Beyazıt University Turkish Music State Conservatory in 2016-2017 academic year. The participants of this study are undergraduate students in the branches of sound and music. This research is a qualitative research was designed with a phenomenology approach, in which conservatory students perceive the perceptions about 'art education' through the metaphors they produce in order to determine the existing stuation. This study is a qualitative research was designed with a phenomenology approach in order to determine the present situation, in which investigate metaphorical perceptions of conservative students about 'art education' through the metaphors they produce. The participants in the study were chosen through the method of availability sampling and all the volunteers were included in the study. As a data collection tool, "Interview Form for Investigate Metaphorical Perceptions about Art Education" prepared by the researchers was used. In the semi-structured interview form students were asked to complete the sentence shaped in two parts which is "art education is like ... because ...". In the analysis of the data, content analysis was employed from qualitative analysis methods. According to the findings of this study, 52 different metaphors were produced and these metaphors were grouped under five categories in terms of their relationship with their common characteristics and art education. It was concluded that conservative students have dealt with art education as a basic necessity, a support to creativity, a requirement for effort, being part of life, a support to personal development and learning, and being the expression of emotions. Among the produced metaphors of art education, the most frequent repeats have been 'water', 'sun', 'life', 'child', 'discovery' and 'parenting'. In the academic sense it is considered that metaphorical detection of perceptions of art education in the individuals who receive vocational art education will contribute to the visualization and structuring of the image related to the art education, along with the identification of needs and direction of educational activities.

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