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Encapsulating characteristics an individual possesses case of a new learning situation; readiness is an integral part of the education process. Readiness levels of students must be quite high in order to ensure effective and permanent education. In this study aiming to assess readiness levels of students at middle school age regarding visual arts education, we tried to once again emphasize on the fact that visual arts education during pre-school and primary school periods, which are the most important in terms of a child's development, should be given by teachers who are experts in their fields. In this study, our goal was to assess readiness levels of students at middle school age regarding visual arts education. Based on this goal, 16 visual arts permanent teachers from 15 different middle schools located in Niğde city center were contacted and given a from to fill out. We arrived at the results using the data gathered. The study is a situation assessment, a qualitative research method. For research data assessment, we used the descriptive analysis method in which data gathered are summarized and interpreted based on predetermined themes. The study concludes that psychological readiness level of students was high; however, their cognitive readiness levels were low. A significant contributor to this conclusion was the fact that teachers who teach visual arts classes at primary schools were from other disciplines and did not have proper training in terms of visual arts education. The study suggests that all but mainly primary school visual arts classes should be taught by educators from the visual arts discipline, also class hours of visual arts education at middle school should be increased, and high school preparation tests should include questions from this discipline. [ABSTRACT FROM AUTHOR]

Art has been tried to be defined many times from past to present. With its most general definition, art is the way of expressing what one sees and feels with line, color, shape, sound, etc. in an original and creative manner. In this study, concepts related to people's perception of art are emphasized. The aim of the study is to reveal how and through which metaphor the social studies teacher candidates explain their perceptions of the concept of Art. The study group of the study consists of 50 teacher candidates who have taken the second class art and aesthetics course in Niğde Ömer Halisdemir University Faculty of Education. For this purpose, after the art and aesthetics course in the first semester of 2018-2019 academic year ends, social studies teacher candidates are asked to fill in the forms that consists of open-ended questions such as 'art is like ............, because ..........'. In this study, case study model, which is one of the qualitative research methods, was used. Content analysis was used to analyze the data of the study. In the research, it was observed that there are 50 different metaphors related to the concept of 'art' belonging to 50 teacher candidates among the second grade social studies teacher candidates students of social studies teaching. These 50 metaphors were evaluated under five groups, together with the reasons the students advocated. As a result of the research, it is revealed that social studies teacher candidates can directly or indirectly integrate the concept of art with artistic concepts and art is not a single form of expression, but also a wealth of concepts as well as richness of expression. [ABSTRACT FROM AUTHOR]

Art education is of great importance because of its contribution to the individual's social, physical and spiritual development, and within the general education system, the place where the child can express his or her creativity most comfortably is the field of art education. Because of students' enthusiastic and restless mental structure and the openness of their emotional world to outside, the first years of education which is the period when the sensors are most open is vital. However, unfortunately other than private schools, the earliest period when students can meet visual arts teachers is at the age of 11 (5th grade). Visual arts education contributes greatly to the ability of students to synthesize the knowledge they have learned from their own experiences with the subjects they have learned in their visual arts classes, to improve their observation skills and manual dexterity, and to accelerate their practical intelligence. In the present study, the data were obtained by interviewing a total of 16 visual arts teachers who were working in every middle school (15 middle schools) in the city center of Niğde during the academic year 2018-2019. The teachers were administered interview forms consisting of five questions. The obtained data were evaluated according to the descriptive analysis technique, one of the qualitative research techniques. The study results revealed that the visual arts teachers encounter problems such as inadequate course hours, environments without sufficient equipment, crowded classes that make the lessons difficult to teach, parents who do not give importance to the class, students who do not or cannot supply class materials and curriculum that does not go accordingly. The study is important in terms of determining the common problems faced by visual arts teachers. It is believed that with the help of the study data obtained, the public belief about the visual arts classes which have been gradually discredited by some parents and students can be improved, the classes can be reorganized by pointing to the teachers' education conditions, and the recommended solutions for the problems teachers encounter can contribute to the field. [ABSTRACT FROM AUTHOR]

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One of the most important expressions reflecting the inner worlds of mentally retarded individuals is the painting. Despite the fact, the researches to know about the artistic skills of mentally retarded individuals are so limited. This study aims to figure out the skill levels of the students in Special Education Implementation Centre (School) Grade-II, Class 8 (14 age group, 8th Grade) with 'tissue' works among art elements, and obtained results will be assessed by comparing with the peer groups (14 age group - 8th Grade) in formal education schools to recognise the artistic skills of mentally retarded students. The universe of the research is medium level mentally retarded 14 age group students and the sample is seven students to be selected from Meram Şeker Secondary School Special Education Implementation Centre, Grade-II students. The document analysis method that is one of the qualitative research techniques is employed. Since the performance evaluation forms which are prepared separately for both groups will measure the educational acquisitions which are aimed by the Ministry of National Education (MNE), they will also have the feature to measure the initials of the design, the research has a distinctive significance. The most important result of this study is that while the students are successful by achieving all the goals to be defined by MNE for themselves, they are not as successful as their peers in formal education when their level of artistic skills are considered. [ABSTRACT FROM AUTHOR]