TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFZ404 |
| Name | Teaching Visual Arts |
| Term | 2025-2026 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Öğr. Gör. KAZIM ARTUT |
| Course Instructor |
Öğr. Gör. ALİ DOĞAN
(Bahar)
(A Group)
(Ins. in Charge)
Öğr. Gör. ALİ DOĞAN (Bahar) (B Group) (Ins. in Charge) |
Course Goal / Objective
The aim of this course is to enable prospective primary school teachers to acquire foundational knowledge and skills in visual arts and to effectively transfer these competencies into teaching practices at the elementary school level. Within the course, teacher candidates are expected to learn the basic concepts of art, the elements and principles of design, and various art techniques. The course also aims to develop their ability to plan and implement art activities that foster creativity and aesthetic sensitivity, taking into account children’s artistic development. In addition, teacher candidates will gain competencies in interpreting artworks, applying visual literacy and art criticism skills, and integrating diverse learning environments, such as museums, into the educational process.
Course Content
The course content covers students’ development of the visual language of art, fundamental design elements and principles, two- and three-dimensional art techniques, and pedagogical application skills in a comprehensive manner. Throughout the course, students will engage with topics such as stages of children's artistic development, planning and implementing art activities, visual literacy and art criticism, museum and gallery education, and interdisciplinary art applications. Through project- and practice-based activities, students will develop their own instructional designs, evaluate their work through portfolios and lesson plans, and strengthen their creativity, aesthetic sensitivity, and interdisciplinary design skills.
Course Precondition
unconditional
Resources
Artut, K. (2021) Art Education Theories and Methods. 9th edition. Ankara: Anı Publishing & Kirisoglu, O. (2002). Education in Art. Ankara Pegem Publishing & Feldman, E. B. (1994). Practical Art Criticism. Prentice Hall & Özsoy, V. (2019). Art education theories and methods. Nobel Akademik Yayıncılık & Buyurgan, S., & Buyurgan, U. (2012). Art education and instruction. Pegem Akademi Yayıncılık.
Notes
Kirisoglu, O. (2002). Education in Art. Ankara: Pegem A Publishing.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | 1. Explains the basic concepts of visual arts. |
| LO02 | 2. Explains the fundamental elements and principles of art with examples. |
| LO03 | 3. Applies two- and three-dimensional art techniques and selects appropriate materials. |
| LO04 | 4. Explains the stages of children’s artistic development and analyzes their works. |
| LO05 | 5. Plans and implements art activities that develop students’ creativity. |
| LO06 | 6. Critically analyzes and interprets works of art. |
| LO07 | 7. Applies teaching methods and techniques in art education. |
| LO08 | 8. Plans and conducts museum and gallery education activities. |
| LO09 | 9. Identifies and applies contemporary teaching methods in art education. |
| LO10 | 9. Identifies and applies contemporary teaching methods in art education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | 1 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 4 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 2 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 2 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 2 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | 2 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 2 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to the Course and Visual Arts Education (Course objectives, scope, and assessment criteria; Definition of art and the place of art education in the elementary school curriculum; The role of the teacher in art education) | Researching books and academic articles related to this course | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Visual Language of Art I: Basic Design Elements (Study and Application of the Concepts of Point, Line, Spot, Tone, Color, Shape, Texture, Value, Space and Form) | Reviewing visual examples of basic design elements | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Gösteri, Gösterip Yaptırma |
| 3 | The Visual Language of Art II: Basic Design Principles (Study and Application of Design Principles Such as Balance, Rhythm, Emphasis, Proportion, Contrast, Harmony and Unity) | Examining sample visuals related to design principles | Öğretim Yöntemleri: Anlatım, Gösteri, Gösterip Yaptırma |
| 4 | Two-Dimensional Art Works (Study of Painting, Collage, Pastel, Colored Pencil, Watercolor Techniques and Creation of Original Works) | Preparing the materials to be used | Öğretim Yöntemleri: Anlatım, Gösteri, Gösterip Yaptırma, Örnek Olay |
| 5 | Texture and Collage Practices (Observation of natural and artificial texture samples and texture studies through drawing / Examination of collage techniques via artworks and collage practice) | Examination of natural texture samples and waste materials | Öğretim Yöntemleri: Anlatım, Gösteri, Gösterip Yaptırma, Örnek Olay |
| 6 | Printmaking Techniques (Printmaking techniques and methods suitable for primary school level) | Preparation of materials required for printmaking | Öğretim Yöntemleri: Anlatım, Gösteri, Gösterip Yaptırma, Örnek Olay |
| 7 | Three-Dimensional Art Practices (Design using clay, modeling clay and recycled materials) | Reviewing Examples of Three-Dimensional Design | Öğretim Yöntemleri: Anlatım, Gösteri, Gösterip Yaptırma, Örnek Olay |
| 8 | Mid-Term Exam (Evaluation of the theoretical and practical work prepared during the semester) | Ölçme Yöntemleri: Proje / Tasarım, Portfolyo, Performans Değerlendirmesi |
|
| 9 | Methods and Techniques in Visual Arts Education (Explanation, demonstration, creative drama and project-based learning) | Researching books and articles related to this topic. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Stages of Child’s Artistic Development / Analysis of Sample Children's Drawings | Researching books and articles related to this topic. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Multidisciplinary Art Education Practices (ÇASEY) (Art History, Aesthetics, Art Criticism, and Art Practice) | Researching books and articles related to this topic. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Visual Literacy and Art Criticism (Skills for understanding, interpreting, and evaluating visual messages; the meaning of visual culture and images; Feldman’s art criticism model (Description, Analysis, Interpretation, Judgment) | Researching books and articles related to this topic. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Art Education through Museums and Galleries (Museum and Gallery Field Trip) | Research on Museums and Galleries in Our City | Öğretim Yöntemleri: Örnek Olay, Anlatım, Soru-Cevap |
| 14 | Interdisciplinary Art Education: Creative Art Designs through STEAM | Research on Materials and Basic STEAM Concepts | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay, Beyin Fırtınası |
| 15 | Lesson Planning and Assessment Practices in Visual Arts Education | Theoretical Research and Examination of Examples | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 16 | Term Exams | Ölçme Yöntemleri: Proje / Tasarım, Portfolyo |
|
| 17 | Term Exams | Ölçme Yöntemleri: Proje / Tasarım, Portfolyo |
Assessment (Exam) Methods and Criteria
Current term shares have not yet been determined. Shares of the previous term are shown.
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 109 | ||
| Total Workload / 25 (h) | 4,36 | ||
| ECTS | 4 ECTS | ||