Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2012
Student: ŞEVKET ARIK
Consultant: ŞENİZ AKSOYAbstract:
This study aimed to evaluate video art applications practiced by the students studying at Anatolian Fine Arts and Sports High Schools (AFASH), and to diagnose students' readiness in the learning process, their achievement and the level of their application skills. This study utilized experimental research design and pre-test and post-test control group design to test the sub-problems of the study. Cluster sampling strategy was utilized, and the sample in the study was selected to be the students from 11th and 12th grades at Fine Arts departments of AFASHs. Fifty students, 32 of whom were in experiment group and 18 of whom were in the control group, participated in the study. The participants were not equally distributed in the groups. Six-week video art applications curriculum (video installation, performance video, video performance, digital video, video montage techniques, interactive video, etc.) was designed in detail and delivered to the students in the experiment group. The students in the control group were delivered video art and application course as it is planned in the formal curriculum. In this process, pre and post achievement tests and video applications scale were administered to the students in both control and experiment groups. Data regarding the readiness of the students were collected through information forms. Six successful students from each of experiment and control groups were selected and these students practiced video art applications. Data were collected by three observers who filled in observation forms to evaluate that implementation process and outcomes, and the results were compared. Data collection instruments were tested in terms of validity and reliability, and the results were obtained after statistical analyses. The results indicated that covering video art applications in the teaching process has a positive impact on students' achievement, perceptions and application skills.