Abstract
<p style="text-align:justify">This study aims to identify students’ approaches toward courses lectured by visual arts teachers with elements of popular culture with a view to enabling students to attain 7th grade targeted achievements. To this end, the multiple-case design, one of the qualitative research methods, was utilized in the study. The sample of the study comprised 11 visual arts teachers working at secondary schools located in three central districts of the Bursa province of Turkey. As the data collection tools, two interview forms and document review were used. The obtained findings were evaluated through the thematic analysis technique and were compiled under the theme of ‘implications on students’. As per the research results, it was discerned that there were certain differences in the students’ approaches toward the course along with employment of elements of popular culture in the visual arts course. It may be alleged that, of these differences, the primary ones were attraction of students’ attention to the course, active participation into the course and facilitation of comprehension.</p>
Highlights
Popular culture represents beliefs and practices which are largely shared across a society and objects around which these beliefs and practices are organized (Mutlu, 2005)
This study presents the detailed analysis of the following 4th question of the master’s thesis which identified whether secondary school visual arts teachers used elements of popular culture in courses for the purpose of enabling students to attain 7th grade targeted achievements: “How do students approach the course in which elements of popular culture are utilized?”
Furuhata-Turner (2013), who alleged in their research that factors motivating students and interests attracting their attention were identical, argued that it was essential for a student to get motivated so as to achieve in learning a lesson, and they allowed the use of the Mangala game as an element of motivation for language learning
Summary
Popular culture represents beliefs and practices which are largely shared across a society and objects around which these beliefs and practices are organized (Mutlu, 2005). The entire world of children is encircled by these popular culture elements with which individuals are constantly intertwined. All youngsters enjoy talking about their most favorite cartoon characters and getting dressed and acting like them. In their games, they pretend to be one of these heroes. Even the shyest child gets activated while being connected with popular culture as this connection allows children to share their cultural identities and explore common worlds (Scanlan, 2010). According to McCarthy et al (2003), Stevens (2001) and Willett (2005), utilization of elements of popular culture in a course may be extremely motivating, and this motivation may tempt students to participate more actively and be more creative in the classroom
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