The Place and Effects of Technology in the Visual Arts Course

Gonca Erim,Busra Bozlak,Ismail Tetikci

doi:10.12973/eu-jer.10.3.1089

Abstract

<p style="text-align:justify">Individuals’ levels of access to contemporary education affect the development level of the societies they live in. Changes and developments in the field of education are important in this sense. Technological advancements experienced in the general field of education have also affected visual arts education, and different points of view have emerged in this field. In this study, it is aimed to determine the interaction of art education in parallel to the dynamism of the age with technology according to the opinions of visual arts course teachers. For this purpose, the study uses the qualitative research method of case study. The participants of the study consist of a total of 8 visual arts teachers including 5 female and 3 teachers actively working at secondary schools in the academic year of 2019-2020. Observation and semi-structured interview forms are used in the data collection process. By analyzing the obtained findings with the thematic analysis method, the findings are collected under the themes of reflections and usage methods. In line with the results of the study obtained from the data, positive and negative results of using technology as a material in art education are reached. As in all areas of education, the use of technology in the visual arts course is important for its positive effects such as providing ease of learning for the student. While the study has been completed before the COVID-19 pandemic period, the compulsory nature of technology use today has increased the significance of the study.</p>

Highlights

Rapid developments in the field of information and technology have taken hold of social systems, and these are important in terms of change and development in the field of education
Among different points of view, we may list the “Multi-Field Visual Arts Education Method (MFVAEM)”, which we heard after the copy method, naturalist method, child- and curriculum-centered methods and became effective in 1990s and 2000s, and the “Visual Culture Theory and Education Method”, which acts with visual arts-based understanding and philosophy which we know began to be effective in arts and design education in the first quarter of the 21st century (Ozsoy, 2015)
The ‘Positive Effects’ category under the ‘Reflections’ theme consisted of six codes as ‘Motivation level’, ‘Permanent learning’, ‘Direction to research’, ‘Raising curiosity’, ‘Creating awareness’ and ‘Making application-operation steps easier’. These codes were under this category in terms of containing the positive effects of materials developed in line with the technology age on visual arts education (Table 3)

Summary

Introduction

Rapid developments in the field of information and technology have taken hold of social systems, and these are important in terms of change and development in the field of education. Living conditions that have developed by changing with technology have taken art under their effect, and with the use of new materials, tools and equipment, different techniques and styles have started to appear (Bulut, 2014). New movements such as Pop Art, Action Painting, Kinetic Art, Op Art and Happening that we heard about in the 20th century have rapidly taken their place among other art movements in art history. The followup and implementation of these changes have become possible today with informatics technology

Methods

Results

Discussion

Conclusion