-
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: ,
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.. 279
:
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, 2012
-
i
.
. . .
,
,
.
Dr
,
,
.
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.
-
ii
,
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.
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,
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, ,
ABSTRACT
The teaching of art in schools contributes to the multifaceted
development of the child, cultivating
his/her creativity and encouraging his/her socialization. With
the change in the curriculum and the
introduction of the cross-thematic curriculum framework in
education, art books were introduced in schools.
However, in primary schools, art is not taught as specified by
the curriculum and teachers avoid teaching it. In
the present study, we are trying to investigate the reasons
teachers are led to avoid or modify the teaching of
art and to determine whether or not the art book is a useful
tool as well as what kind of support teachers need
to feel competent to include art activities in their program.
Using action research as a research tool, our aim is
to trace the current reality in schools, to determine students
responses towards art as well as teachers
feedback on this issue. The present research shows that although
the art book is a useful tool for the teacher,
he/she feels unsure and lacks self-efficacy to teach this lesson
and thus avoids using it. Consequently, we
recommend that teachers be trained in the teaching of art, that
art teachers be utilized in schools and finally
that well-equipped art labs be created.
KEY WORDS : art education, action research, art books, education
programs and international
experience, primary school teachers, art teacher
-
iii
..........................................................................................................
i
& ABSTRACT
........................................................................................
ii
........................................................... ..
iii
.....................................................................................................
....ix
& ..............................................ix
xi
....................................................................................................................................
1
.................................................................................................................
3
1 :
1.1
.............................................................................................
5
1.2 ................................ 11
-
iv
1.3 (multiple intelligences) ...........................16
1.4 To Project Zero Arts PROPEL: .................17
1.5 ,
(Gestalt)....................................................................19
1.6 Gestalt ................................24
1.7 ......................26
2:
2.1
......................................................................................28
2.2
....................................................................................................31
2.3
..................................................................................33
2.4
.......35
2.5 -
.....41
2.6 .......43
2.7 .....46
2.8 ......48
2.8.1. - .......48
2.8.2. ........................................50
-
v
: 3
3.1 (.....)
(...)............................................................................................55
3.2 .....
........................................................................56
3.3 (.....) (...)......................57
3.4 -
.......................................................................................................................58
3.4.1.
.......63
3.5. : ......65
: 4
4.1
..........................................................................................68
4.2
(European Expert Network on Culture
EENC).......................................69
4.3 ..................................................70
4.4
................................................................72
4.5 -
i) .........................................74
ii)
.................................................................................75
iii) ...................................76
-
vi
iv) .....................................77
v)
...........................................................77
4.6
i) ......................79
ii) (ISCED levels 1 and 2,
2007/ 08)
.....................................................80
iii) -
()...................................................................................................81
iv)
.........................................................................83
v) ,
(Status of different arts subjects in the national
curriculum)..............................................................................................................................85
vi) ......................................................86
4.7
....................................................................87
i)
(PCAH)........................................................................89
ii)
(PCAH)......................................................90
4.8 5 (Creative
Partnerships : Intersections between the arts, culture and other
sectors)
4.8.1
............................................................................................91
4.8.2. 5
...............94
-
vii
5 :
: -
5.1 .............97
5.1.1
.........................................................99
5.1.2
............................................................................101
5.1.3 - (facilitator)..... 101
5.1.4 ...102
5.1.5 , ......103
5.2
5.2.1
............................................................104
5.2.2
...............................................................................106
i) ..........107
5.2.3
............................................................................................107
5.2.4
............................................................................................108
5.2.5
................................................................................................110
5.2.6 ...111
5.2.7 (Triangulation)
...........................................111
5.2.8 112
5.3
5.3.1. , , ..116
i)
- :
2........................................................................118
5.3.1.1.
..120
i)
...............................................................................................120
-
viii
ii) /
..............................................................................121
iii)
.............................................................122
iv) -..123
v)
.................................................................................126
vi)
....................................................................................127
vii)
................................................................128
viii) ...................................131
ix) ..................................132
5.3.2
..........................................135
i)
..........................................................................137
ii) ..139
iii) .................................141
iv) .......................143
v)
...............................................................................145
vi)
.............................................................................149
5.3.3
.............................................................151
i)
....................................................................153
ii)
...............................................................................155
iii)
..............................................................158
iv) (), , ,
......................................................................................................162
v)
...........................................................................................166
5.4
.............................................................................169
-
ix
6 :
6.1
............................................................................................................
173
6.2
..................................................................................................
.179
6.3
...........................................................................................................185
6.4 195
.................................................................................................................196
..........................................................................................................199
1.
2. (..)
3. (A.E)
4.
5. &
&
1. : ..............................................114
1. : ...115
2. :
..119
2 : ..120
-
x
2 :
..121
2 : - .123
2 : .126
2 : .......127
2 :
;.128
2 : ..129
2 : ( ).130
2 : ( )....130
2 : ( )..132
2 : ,,,,,,,,.....................134
3 : ...137
3 :
...139
3 : .141
3 : .144
3 :
..145
3 : .149
4 : (..)..............152
4 : (..)..155
4 : ..
156
4 : ..159
4 : (), , ,
....162
4 : ) /
) ( ) . (
).167
5 : - ...............172
-
xi
Gardner
(multiple intelligences theory)..14
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(, 2008: 143-144).
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John Dewey, Lev Vygotsky, Jean
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, Charles Jencks (1974)
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(, , ,
2007 Davis, n.d.).
-
13
,
, Gardner
() (multiple intelligences theory).
Howard Gardner (1983),
(Davis, n.d.). Gardner .
. Gardner
,
-
1.
2.
Gardner,
.
Gardner
. ,
,
.
.
- (linguistic), -
(logical-mathematical), (spatial), - (bodily-
kinesthetic), (musical), (interpersonal)
1 ( : Irish National Teachers Organisation (INTO), Creativity
and the arts in the primary school, 2009 :
19). 2 ( : The arts and education : new opportunities for
research, 2004 : 4, Eisner, 2002, Perkins, 1994).
-
14
(intrapersonal) -
(naturalist) (existential) (Gardner, 1993 Smith, 2002 &
2008 Gardner & Hatch, 1990).
Gardner (multiple
intelligences theory)
,
. Gardner
.
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,
(Brualdi, 1996).
Gardner
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(Gardner, 1999).
-
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Peterson, ,
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Gardner, 2008).
3 , Sternberg
(Sternberg ,1999).
-
16
1.3
Gardner
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Gardner, ,
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(, ., 2009 Campbell, 1991).
1.4 To Project Zero Arts PROPEL:
Gardner 1972 () Project Zero
Harvard.
, 1967
Nelson Goodman,
.
Goodman
. ,
,
. Project Zero
. ,
Gardner
.
-
18
Project Zero ,
, ,
.
.
Nelson Goodman ( ,
, ) Arts PROPEL H.
Gardner E. Winner, Zero, .
: 1) production () 2) perception () 3) reflection
().
,
(, ..).
, ,
. : Artful
Thinking program, ArtWorks for Schools, Arts Projects, Isabella
Stewart Gardner
Museum/Project Zero Educational Collaboration, Learning in and
from Museum Study
Centers, Lincoln Center Institute Project: Curricular Frameworks
in Aesthetic Education .
(Harvard Research projects ,Project zero).
-
19
1.5 , (Gestalt)
Gestalt ( gestaltism)
,
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(, 2009 ,
1997).
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-
20
(M. Wertheimer, W. Khler, K. Koffka) Gestalten.
Gestalten Gestalt5,
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(good
figure law),
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-
22
(closure). ,
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-
23
M.C.Escher , : http://www.mcescher.com/
(grouping)
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.
(Similarity): ,
, (, , )
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(Continuity),
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(Segregation):
.
,
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-
24
(Simplicity):
,
(, 1997
, 2009 Amendt, 2001).
Rubin:
.
( ) ( ., 1997:
48-49)
1.6 Gestalt
Wertheimer Gestalt
.
20 30, Paul Klee, Vasily Kandinsky Josef Albers,
Gestalt ,
Bauhaus. M.C.
Escher. Wertheimer
Gestalt (The
-
25
Psychology of Music and Art) (New School).
Koffka,
Gestalt .
Gestalt
, ,
Gestalt.
Gestalt, Arnheim. Arnheim -
Wertheimer New School -
Wertheimer, Gestalt
, , , , ,
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Gestalt ,
.
Gestalt, Max Kobbert
Jackson Pollock. Gestalt ,
. H.E. Rees Gestalt,
, ,
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, , , .
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Ohio State University, Gestalt
, .
(, 2009).
-
26
,
.
. Gestalt
(, 1997 , ,
& , ..).
1.7
, Gestalt
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,
.
(Amendt, 2001).
-
27
. ,
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(, 1997 , ..).
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Gestalt, .
,
Gestalt .
Potocky, Gestalt
,
,
(Amendt, 2001).
. Lowenfeld,
, , ,
, ,
(Daucher & Seitz, 2003). ,
Rudolf Arnheim
Bell
(ultimate reality).
(Arnheim, 1966).
Penrose Impossible Triangle, :
http://mathworld.wolfram.com/PenroseTriangle.html
-
28
2:
2.1
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( , 2009).
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18
( , & , 2011).
,
(Beardsley, 1989).
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-
29
(Dewey, 1934).
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; (Smith, 2006).
,
- , , ,
, -
.
(aesthetic literacy)
,
.
,
-
30
,
(the art of living).
(aesthetics),
(Smith, 2006).
Parsons
.
,
- Beardsley
(phenomenologically objective) -
(heightened awareness)
.
(emotional detachment)
.
(Parsons,
2002).
,
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: . Merleau-
Ponty,
,
-
31
, (Mouriki & Vaos, 2009).
2.2
, , ,
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. Sarah Kofman,
, ; (,
1991).
Heidegger
. . : ,
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,
(Heidegger, 1986).
Richard Anderson ( -)
,
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(, ..).
Dewey Art as Experience (1934)
.
Dewey,
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-
32
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(Layton, 2003). Danto
.
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-
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(Chapman,
1993).
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(Unsworth, 2001).
21 ,
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(visual culture) (, .., 2011).
-
36
,
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(Ardouin, 2000).
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(Chapman, 1993).
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(, 2009).
-
37
, ,
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(Eisner, 2004 -
, 2009).
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(-, 2009).
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Herbert Read,
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(Eisner, 2004).
-
38
.
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(, 2008). ,
Eisner,
,
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(Barrett, 2006).
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-
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-
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Art as Experience,
, .
.
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-
41
.
,
Charlotte Buhler,
,
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-
44
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,
(, 2008 : 31).
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E. Eisner The Arts and the Creation of Mind, What the arts
teach
and how it shows, :
-
45
1.
.
2.
.
3. .
4.
.
5.
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9.
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10.
, (Irish National Teachers
Organisation (INTO), 2009).
.
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-
46
2.7
(. 5 : 6
& 7 ).
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,
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Chapman
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(Chapman,
1993:121), .
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7
, (Chapman L. H., 1993 : 119).
-
47
(Daucher & Seitz, 2003).
.
,
(Chapman,
1993).
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.
(, 2008 : 18).
, , - ,
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(,1991).
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-
48
, (Chapman, 1993 : 132).
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: )
)
(Chapman, 1993).
,
(, 2008).
2.8
2.8.1 -
.
.
. , ,
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.
-
49
.
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Dewey,
.
,
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.
.
-
50
,
.
(Chapman,1993).
2.8.2
,
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. Decroly ,
(Houssaye,2000). ,
.
, , ,
, , . , ,
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, .
. , ,
.
(
),
(Gaillot, 2002).
. Chapman ,
(Chapman,
1993: 167).
-
51
. Dewey ,
,
(Houssaye,2000 : 177).
.
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.
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.
, ,
(, 2008).
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-
52
. ,
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(Houssaye, 2000 : 219).
,
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, (, 2008 : 134).
, .
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,
(, 2008).
-
53
Ardouin ,
, .
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,
,
(Ardouin, 2000).
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(Ardouin, 2000 : 87).
Ardouin, :
, .
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.
.
, , , ,
;
-
54
,
, ,
(Ardouin, 2000).
. , ,
.
Nelson Goodman
, When is art? ( ;) H
.
Eisner, ,
.
, .
,
. ,
. ,
.
O Dewey (the wholeness of
artistic activity) (fully alive) (Gradle, 2009).
Goodman rightness
to fit,
(Eisner, 2002).
-
55
: 3
3.1 (.....)
(...)
[
(.....)
(...)],
. , 2011-2012,
,
.
,
,
.
.
(20-21/3/2008 17-18/4/2008 ),
. 2004-2007
.....
.., 2003 (, 2008).
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-
56
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2004, Taylor,
2005 Day , 1993 Gorden , 1992).
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112
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