Interdisciplinary Art Practices in Drawing Education

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Çay R., Demirel İ. N.

International Journal of Eurasian Education and Culture, vol.7, no.19, pp.2506-2525, 2022 (Peer-Reviewed Journal)


The aim of this study is to reveal if there is any difference in students’ opinions and motivation levels about drawing education and instruction before and after interdisciplinary art practices based on the relation of art and mathematics. The study was carried out with embedded design among mixed research methods. Study participants consisted of 10 first-year students taking the course “Drawing-I” for the first time as a part of their undergraduate study at Art Teaching Department in Education Faculty of a Turkish state university. “Drawing Motivation Questionnaire” as a data collection tool in the quantitative dimension of the research; In the qualitative dimension, “Semi-Structured Interview Form” and “Self-Assessment Form” were used. Quantitative data obtained from the research were analyzed using t-test and qualitative data were analyzed using content analysis. It was found that the content, activities and practices covered in the course of drawing instruction through interdisciplinary relation of art and mathematics increased students’ motivation levels. On the other hand, the aspects of drawing education such as techniques, knowledge and skill development increased students’ anxiety in applied courses because of aesthetic concerns and assessment anxiety. As another finding, interdisciplinary art practices improved students in associating art with various disciplines, learning the structure of drawing, model and anatomy, experiencing personal development, and increasing effectiveness in learning-teaching process. When the qualitative data of the study were compared with the data obtained from the quantitative dimension, it was determined that the students achieved positive development in subjects such as interdisciplinary interaction, model and anatomy, the structure of the design, and personal development in addition to their ability to be selfconfident, self-skill and motivation in drawing applications. In light of these findings, it is recommended to plan the undergraduate drawing course applications in Art Teaching program within an interdisciplinary framework and to make sure that students participate in learning process actively by gaining outcomes from various disciplines.