Opinions of art teachers about the techeniques applied in the entrance examinations of Anatolian fine arts high schools

iiiABSTRACTIn this study, the examination methods and aplications which are applied inAnatolian Fine Art Schools? entrance examinations are aimed to be evaluatedaccording to the teachers? views.The universe of this study mainly includes the art teachers who work in theAnatolian Fine Art Schools in Ankara and Kırıkkale cities.The sampling is composedof 22 art teachers sellected among the art teachers who work these two schools;12teachers from Ankara Anatolian Fine Art School,10 teachers from KırıkkaleAnatolian Fine Art School.In this study, the interview-techniques have been used.The interviewal data-sources have been composed of the methods and techniques which are applied byethe teachers in the entrance exams, the examination committees,interview formsincluding the questions about the effects of the conditions of the environment andschool.The descriptive-method has been utilized in the study.To realize thedetermined goal of the study.A literature hatching has been done on the foundationsof Anatolian Fine Art Schools and the methods and techniques applied in theentrance examinations.An inteviewal form on the techniques and methods used in the entranceexams,developed bye the researcher,has been applied to the teachers who work inAnatolian Fine Art Schools in Ankara and Kırıkkale Interpreting the obtainedfindings,some suggestions have been developed.There are 6 relative questions in the interview from designed for the artteachers.Some of the questions are oriented towards the examination methods used inthe schools by the teachers;and some of the questions have been formed about theestablishments of the exam-comissions.The interview-forms have been applied by having permission from thedirectors of both these two schools.According to the results of the answers given inthe forms:In Kırıkkale Anatolian Fine Art School,it is indicated that the entranceexaminations last only one day and the number of applicants is not much.Yet, inAnkara Anatolian Fine Art School,it is indicated that the entrance examinations last 3days and it is made in two stages. In this case, the metropolitan cities are much moredemanded and a barrage-examination has been applied in Ankara.In the art teacher?s view, the applicants demand cities such as Ankara, İstanbul andİzmir before all else.It may be regarded that, the quality get lower and the investmentshaven?t beenivdone appropriatelly.The art teachers declare their opinions that, in some schools, there aren?t enoughand qualified permanent teachers to establish the examinations comittee; theseopinions can be evaluated that there isn?t sufficient teacher assignment to theschools.The Passage in the written regulations of Anatolian Fine ArtSchools,expressing that the student can be accepted through an oral examinations,cancause a chaos.The uncertainity about the minimum limit of grading is a problem inless demanded schools.It is seen that, in kırıkkale, there may be idealistic and well-prepared studentswho are tended and interested in drawning pictures.The art teachers who work in school of Ankara declare that there are alsostudents that take private courses and make their preferences conciously.In Kırıkkale Anatolian Fine Art School,there is a dissagreement in view ofevaluational critrian.In Ankara Anatolian Fine Art School it has been pointed outthat ,the evaluation criterians are determined bye the category of the art teachers andthere is a co-operation among the other fine art schools.