|Published online: Ap||$US5.00|
Postmodernism, which has a direct impact on art and education as a sociological fact, is of growing importance to art education as eclecticism has turned into cognitive learning methods, cultural visuals have been included in education and new culture-centered educational programs have been designed. Today, the framework of research subjects in educational sciences consists of postmodern perspectives, partially anti-modernist as a reaction against integrative and classifier effects of modernism, and philosophies that bring student centeredness into the forefront of education. This study aims at observing the issue of how postmodernism and postmodern thinking, which has been thought to be effective for fifty years, affected education progress from the perspectives of postmodernist art education theorists. Five unit plans studied with document analysis and data collection methods are gathered under certain headings with an analytical research pattern. Based on postmodernist art education paradigms cited in the book “Postmodern Art Education: An Approach to Curriculum by A.D. Efland, P. Stuhr and K. Freedman”, these five unit plans were used as a source for this study. Educational progress in five example lesson plans formed via postmodernist concepts are analyzed by means of educational program development elements such as setting lesson objectives, determining acquisitions/ learning outcomes and content design.
|Keywords:||Art, Postmodernism, Curriculum|
The International Journal of Interdisciplinary Educational Studies, Volume 10, Issue 3, September 2015, pp.27-35. Article: Print (Spiral Bound). Published online: Ap (Article: Electronic (PDF File; 474.704KB)).
PhD Student, Fine Arts Education Department, Anadolu University, Sciences of Education Institution, BURSA, -, Turkey