Özgürleştirici bir öğrenme süreci Görsel-işitsel denemenin medya eğitimine katkısı
Yükleniyor...
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İstanbul Ticaret Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Görsel işitsel denemeler, film ve medya çalışmaları alanında süreç odaklı yeni bir düşünme ve üretme biçimi önerir. Sanat ve araştırmayı birleştiren, keşif ve yaratıcılığı teşvik eden görsel-işitsel denemeler, yeni medya teknolojileri çağında iletişim ve tasarım eğitiminin önemli bir parçası olma potansiyeline sahiptir. Bu bağlamda görsel-işitsel deneme kullanımının örnek uygulamalarla ortaya konması gerekli görülmektedir. Bu araştırmanın amacı görsel-işitsel denemelerin değerlendirme yöntemi olarak kullanımının öğrenme sürecine etkisini Sakarya Üniversitesi, Görsel İletişim Tasarımı Bölümü, Yeni Medya Sanatı dersi odağında incelemektir. Araştırma, nitel araştırma perspektifinden hareketle bir durum çalışması olarak tasarlanmıştır. Amaçlı örnekleme yöntemiyle belirlenen dokuz gönüllü öğrenciyle ders dönemi başında bireysel görüşme ve ders dönemi sonunda odak grup görüşmesi yapılmıştır. Görüşme yöntemine ek olarak çalışmada gözlem ve doküman incelemesi gibi veri toplama yöntemleri de kullanılmıştır. Toplanan veriler, çalışmanın sorunu ve alt sorunlar dikkate alınarak betimsel olarak analiz edilmiş, üç ana kategori altında yorumlanmıştır. Bulgular, süreç içinde öğrencilerin medyayı kavrama biçimlerinin değiştiğini; sanatsal ve eleştirel yeni bir bakış açısı kazanma, özgürleşme ve daha yaratıcı olma yolunda gelişme gösterdiklerini ortaya koymuştur. Görsel-işitsel denemelerin değerlendirme yöntemi olarak kullanımı problem keşfetmeye imkân vermiş; dönüştürücü bir öğrenme sürecini tetiklemiştir.
Audiovisual essays propose a new process-oriented way of thinking and producing in f ilm and media studies. By questioning, researching, and suggesting possibilities through visual and sound elements, the essays encourage discovery and creativity by emphasizing the process of practice. With these characteristics, essays have become an essential part of media education in the age of digital technologies. In this context, many studies have examined the contribution of audiovisual essays to film and media education. These studies have revealed that using audio-visual essays as an assessment method positively affects the learning process regarding interest in the lesson, practical skills, criticality, and creativity. Among studies, evaluations focusing on the research process and practice rather than the final product are noteworthy. Based on the learning process data, this study aims to examine the effect of audiovisual essays as an assessment method on the learning process in the focus of Sakarya University, Department of Visual Communication Design, New Media Art course. In line with the aim of the research, the course is inspired by Bernard Stiegler's concept of ‘organology’, derived from Jacques Derrida's concept of ‘grammatology’. According to these concepts, today's media technologies and tools constitute the environment of a new grammar that we need to learn. The primary learning process of the course is based on practice, i.e., the production of audiovisual essays with found images/materials. Students are given audiovisual essay assignments with different content at different levels at various times throughout the semester. Students are informed that a finished, ‘clean’ ‘artifact’ or ‘work’ is not the primary goal. Still, the important thing is to experience the search, research, reflection, trial and error process that progresses with feedback loops. In the final assignment, the main criterion is not the submitted assignment's technical success or the argument's value but the regular and persistent participation in the process. This research, set out with a qualitative research perspective, is designed as a case study. The case study is the fourteen week New Media Art class, an elective course at Sakarya University, Faculty of Art, Design and Architecture, Department of Visual Communication Design. The purposive sampling method was used in the study. Data were collected through individual interviews, focus group interviews, observation, and document analysis. Data diversity was ensured by using different data collection methods. Individual interviews were conducted with nine volunteer students at the beginning of the semester, and a focus group interview was conducted at the end of the semester. Semi-structured questions were asked using the interview form approach. The descriptive analysis method was used to analyze the data. Categories and subcategories describing the learning process were determined by considering the problem and sub-problems of the study. As a result, it is observed that at the end of the course process, the majority of the students started to see the image as a means of expression, gained a new artistic and critical perspective and developed towards becoming more creative. The process changed the students' way of understanding the media. Becoming aware of the image as a material and realizing the capacities of materials and montage techniques by separating and combining audiovisual material helped them to discover an artistic and critical perspective. This discovery enabled them to perceive the media as ‘mediums’ and to experience a conceptual leap in how these mediums function. Audiovisual essays create a challenging but pleasurable experience that gives pleasure and satisfaction and makes students feel successful and satisfied. The increasing difficulty of the assignments spread over the whole semester, the presentation of the assignments in a way that allowed for peer review throughout the semester, and the positioning of the instructor during feedback in a way that encouraged the student's discovery process expanded the students' f ield of thought and action. Experimenting, making mistakes, and trying again in a different way became the students' primary mode of action in the assignment process. Experimenting in the process, adding and reconfiguring existing materials, developed their problem exploration skills, increased their awareness that coincidences and encounters are part of the creative process, and raised their self-confidence. The findings reveal that audiovisual essays pave the way for a transformative learning process. It was observed that the students groped their way and entered into a process of emancipation and subjectivation, albeit with less intensity. Presenting and discussing the effects of audiovisual essays on the learning process with examples is essential for developing media education practices in Communication and Design Departments in Turkey and worldwide. Only one study on using audiovisual essays in education at the undergraduate level was found in Turkey (Çelik, 2024). Since the interview method was not included in this study focusing on film education, the effect of the process on students could not be revealed in all aspects. This research, designed as a case study centered on the New Media Art course at Sakarya University, Faculty of Art, Design and Architecture, Department of Visual Communication Design, has a pioneering quality. The research, which uses individual and focus group interviews as the primary data collection method, reveals the effects of audiovisual essays in the New Media Art course in detail. In this respect, it is thought that the research will make an essential contribution to the studies conducted in the field. The study is limited to Sakarya University, Faculty of Art, Design and Architecture, Department of Visual Communication Design, New Media Art course. Audiovisual essays can acquire different functions related to course content and outcomes. In this context, it is essential to conduct new research to diversify audiovisual essays' use in the learning processes.
Audiovisual essays propose a new process-oriented way of thinking and producing in f ilm and media studies. By questioning, researching, and suggesting possibilities through visual and sound elements, the essays encourage discovery and creativity by emphasizing the process of practice. With these characteristics, essays have become an essential part of media education in the age of digital technologies. In this context, many studies have examined the contribution of audiovisual essays to film and media education. These studies have revealed that using audio-visual essays as an assessment method positively affects the learning process regarding interest in the lesson, practical skills, criticality, and creativity. Among studies, evaluations focusing on the research process and practice rather than the final product are noteworthy. Based on the learning process data, this study aims to examine the effect of audiovisual essays as an assessment method on the learning process in the focus of Sakarya University, Department of Visual Communication Design, New Media Art course. In line with the aim of the research, the course is inspired by Bernard Stiegler's concept of ‘organology’, derived from Jacques Derrida's concept of ‘grammatology’. According to these concepts, today's media technologies and tools constitute the environment of a new grammar that we need to learn. The primary learning process of the course is based on practice, i.e., the production of audiovisual essays with found images/materials. Students are given audiovisual essay assignments with different content at different levels at various times throughout the semester. Students are informed that a finished, ‘clean’ ‘artifact’ or ‘work’ is not the primary goal. Still, the important thing is to experience the search, research, reflection, trial and error process that progresses with feedback loops. In the final assignment, the main criterion is not the submitted assignment's technical success or the argument's value but the regular and persistent participation in the process. This research, set out with a qualitative research perspective, is designed as a case study. The case study is the fourteen week New Media Art class, an elective course at Sakarya University, Faculty of Art, Design and Architecture, Department of Visual Communication Design. The purposive sampling method was used in the study. Data were collected through individual interviews, focus group interviews, observation, and document analysis. Data diversity was ensured by using different data collection methods. Individual interviews were conducted with nine volunteer students at the beginning of the semester, and a focus group interview was conducted at the end of the semester. Semi-structured questions were asked using the interview form approach. The descriptive analysis method was used to analyze the data. Categories and subcategories describing the learning process were determined by considering the problem and sub-problems of the study. As a result, it is observed that at the end of the course process, the majority of the students started to see the image as a means of expression, gained a new artistic and critical perspective and developed towards becoming more creative. The process changed the students' way of understanding the media. Becoming aware of the image as a material and realizing the capacities of materials and montage techniques by separating and combining audiovisual material helped them to discover an artistic and critical perspective. This discovery enabled them to perceive the media as ‘mediums’ and to experience a conceptual leap in how these mediums function. Audiovisual essays create a challenging but pleasurable experience that gives pleasure and satisfaction and makes students feel successful and satisfied. The increasing difficulty of the assignments spread over the whole semester, the presentation of the assignments in a way that allowed for peer review throughout the semester, and the positioning of the instructor during feedback in a way that encouraged the student's discovery process expanded the students' f ield of thought and action. Experimenting, making mistakes, and trying again in a different way became the students' primary mode of action in the assignment process. Experimenting in the process, adding and reconfiguring existing materials, developed their problem exploration skills, increased their awareness that coincidences and encounters are part of the creative process, and raised their self-confidence. The findings reveal that audiovisual essays pave the way for a transformative learning process. It was observed that the students groped their way and entered into a process of emancipation and subjectivation, albeit with less intensity. Presenting and discussing the effects of audiovisual essays on the learning process with examples is essential for developing media education practices in Communication and Design Departments in Turkey and worldwide. Only one study on using audiovisual essays in education at the undergraduate level was found in Turkey (Çelik, 2024). Since the interview method was not included in this study focusing on film education, the effect of the process on students could not be revealed in all aspects. This research, designed as a case study centered on the New Media Art course at Sakarya University, Faculty of Art, Design and Architecture, Department of Visual Communication Design, has a pioneering quality. The research, which uses individual and focus group interviews as the primary data collection method, reveals the effects of audiovisual essays in the New Media Art course in detail. In this respect, it is thought that the research will make an essential contribution to the studies conducted in the field. The study is limited to Sakarya University, Faculty of Art, Design and Architecture, Department of Visual Communication Design, New Media Art course. Audiovisual essays can acquire different functions related to course content and outcomes. In this context, it is essential to conduct new research to diversify audiovisual essays' use in the learning processes.
Açıklama
Anahtar Kelimeler
Görsel-İşitsel Deneme, Yeni Medya Sanatı, Değerlendirme Yöntemi, Medya Eğitimi, Audiovisual Essay, New Media Art, Assessment Method, Media Education
Kaynak
Intermedia International E-journal
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
22
Künye
Çelik, T., & Delier, B. (2025). Özgürleştirici Bir Öğrenme Süreci: Görsel-İşitsel Denemenin Medya Eğitimine Katkısı. Intermedia International E-Journal, 12(22), 313-345.
