İlköğretim ikinci kademe altıncı sınıf görme engelli öğrencilerin görsel sanatlar eğitimine yönelik bir inceleme


Thesis Type: Postgraduate

Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2009

Student: LALE ALTAY

Supervisor: SEMA BİLİCİ

Abstract:

Primarily, it is an inevitable requirement of the principle of equality in education to provide the opportunity for the blind and visually impaired to be able to benefit from the use of art education. On the contrary, modeling education applied in schools for the blind and visually impaired is far from to obtain such benefits. This dissertation argues that discipline based art education can also be applied to the blind and visually impaired children by the addition of touch and sound techniques. Validity of this argument has been tried on sixth grade students of a primary level school for the blind and visually impaired, through a practical study. This practical study has been conducted with the sixth grade students of Göreneller School for the Blind and Visually Impaired for five weeks. Senses of hearing, smelling, tasting and touching have been utilized during this practice. In addition to that, proper visual materials have been used for students partially sighted. Within the context of the practice, first week: surrealism and second week: Joan Miro considered as an important artist of surrealism has been covered. In the third week, a study through touch and sound has been carried out via tactile copy of John Mirozs painting, prepared by the researcher. In fourth week, the same painting has been dealt from the perspective of critical approach. Collage work done in fifth week was the last phase of the practice. Data have been collected via; uncontrolled measurement tools (pretests and final test), observations through video recordings and collage works. At the outset of the evaluations, have been separately done for each student considering the data. Then, those evaluations have been interpreted comparatively. Results reached in this dissertation prove that discipline based art education has also been adapted to the blind and visually impaired students by the addition of touch and sound techniques. Such education will make a positive effect on the outer perceptions of the blind and visually impaired students such as spacing, scaling shaping, as well as their psychosocial development. Taking those results into consideration it has been primarily seen as necessary and useful; To conduct disciplined based art education by adapting it with the addition of some means techniques and materials, To increase the number of modeling classes and, To teach the candidates of the blind and visually impaired schoolteachers specifically on the disciplines related to the art education of the blind and visually impaired.