The effects of multi-field art education method on students? composition formation

The purpose of this study is to investigate whether Multi-field Art Education Method (MFAEM) leads to a significant difference in the composition formation skills of 8th grade students from the secondary level of elementary education. The study was conducted with 40 students randomly selected from the 8th graders attending Cumhuriyet YİBO elementary school in Kargı province of the city of Çorum in 2011-2012 school year. In this study, single group pretest-posttest experimental design was used. After the students were made to paint for pretest measurement, they were exposed to educational activities based on MFAEM for eight weeks. At the end of the application, the students were made to paint again this time for posttest evaluation. At the end of the study, the data was evaluated lasting for ten weeks were collected through a questionnaire developed by the researcher. While evaluating the students? painting, 5-point Likert type was used. In the statistical analysis of the collected quantitative data, SPSS program package was employed. According to the findings of the study, a significant difference was observed in the students? composition formation skills as a result of 8-week training. Consequently, it is suggested that MFAEM-based training should be incorporated into the curriculum of Visual Arts course of 8th graders; moreover, this training should start earlier in pre-school period extending towards the first and secondary levels of elementary education.Key Words: Multi-field Art Education (MFAE), Multi-field Art Education Method (MFAEM), Composition, Elements of Art, Principles of Art