visual art courses

The aim of this study is determining the right approach of discipline in accessing a desired discipline in the classroom by randomly chosen five visual art course teachers. The study is a descriptive work performed in scanning method. Through this study, it is aimed to detect disciplinary approaches used in class by visual arts teachers. The sample is limited with 128 students 6th year in the spring season of the year 2007-2008 at 5 X primary schools and five visual arts teachers within Denizli City Center, only two of which have visual art classrooms. In the light of such evaluations, certain findings have been reached as to teaching methods used by visual arts teachers in the forty-minute course period in which a number of theoretical and practical subjects and duration sampling table obtained through observation and record analyses have been depicted. As a result of the data reached, it has been clarified that a mixture of teaching approaches would seem to be the best way to follow, as each student gains in different ways. For this reason, all different teaching methods provide variable training opportunities for each. In addition, students may easily get bored of direct method and get less level of knowledge then desired one. At this point, as a visual art educator I can state that knowledge should be presented in interactive and communicative approach, by which they will feel to be part of the education process. Most of the learners in this study have already indicated the best advancement possible through the communicative approach during this period. As a result, two people are not likely to comprehend the same material in the same level, so educators must be flexible and know how to melt various training manners and all types of learners in one pot. (C) 2009 Elsevier Ltd. All rights reserve