The role of the a/r/tography method in art teacher training

Abstract

The main aim of this research is to determine the opinions of students and the faculty offering the course on the a/r/tography applications. This descriptive study was carried out during the Spring semester of the 2016-2017 school year and the Fall semester of the 2017-2018 school year at the Department of Art Education of Gazi Faculty of Education in Gazi University. The participants of the research were 7 students and the faculty member offering the course. Descriptive analysis was the method used to analyze the data. According to the research results, using personal life experiences in a/r/tographical practices helped students create original and creative works. The students developed significantly in associating real life with awareness of their own experiences, although they found it challenging to write, produce ideas, and generate meaning during the application section of the course. The activities effectively unveiled students’ roles as artists/researchers/teachers-learners. According to the faculty member offering the course, students could refer to their own experiences to generate original and creative ideas during application. Students carried out research work, however limited, as researchers. Students thought and acted like artists, creating works of high artistic values. Students acted as learners—they learned during the course and beyond. Students also acted as teachers by learning from one another. Due to a lack of thinking and inquiry-based teaching in traditional art education primarily in art studios and a lack of previous opportunities to focus on and write about experiences, students had difficulty understanding subjects, generating ideas, and writing. Copyright © 2020 by authors, all rights reserved.