Art Education From a Critical Perspective in the Context of Qualitative Requirements and Educator's Education

In this article, in the context of qualitative requirements, art education and the education of the educator were discussed from a critical perspective and tried to be evaluated in different contexts. When viewed from a broad perspective, art has certain characteristics that exist both in terms of itself and discipline. Programming and applying these disciplinary and intrinsic features of art as a whole, without putting it in the relationship of priority, is the most correct approach for a qualified art education. It is important to make the educational and didactic aims of art a part of a pragmatist learning process and to make it applicable at all levels of education. Today we know that the creative and transformative forms of knowledge of the contemporary world are the product of an experimental and free mind. The education system of societies that exhibit all kinds of innovative and free approaches in the field of science and art; It was built on the basis of a learner-oriented, pluralistic, free and experiential approach. Experiential learning is a very important approach at the point of development of learning skills, emergence of individual differences, development of social relations and establishing meaningful relations with society. With these aspects, experiential learning is an indispensable orientation in every field of education. As a matter of fact, when it comes to experimentation and freedom in education; It can be stated that it is an object of “critical dialogue” between the learner and the teacher. Aesthetic awareness realized through art will be the experiential reflection of the dialogue that dec individual will establish between his own nature and the outside world, as well as the impulse of a conscious life. When it comes to raising art educators, regardless of the basic problems of art education, the role of the educator in the education process and the structure of the relationship between the learner and the teacher in the learning and teaching process should be mentioned, because any double-sided defect in the communicative and behavioral process of education directly affects the education of the educator. will affect the direction. In a world dominated by visual culture, if it is not desired to raise an marginalized and passive generation who cannot comprehend this new cultural order, discussions that will increase the quality of art education and educators should always be open.

Keywords

Art, Educatıon, Art Education, Experimentalism, Free learning.