Opinions of visual arts teachers and students regarding the preparation process for the fine arts high school painting department exams (The case of Di̇yarbakir)

The purpose of this study is to identify the problems encountered by students preparing for the fine arts high school entrance exam during their preparation process. In this context, the views of teachers and students will be taken into account to reveal the problems experienced during the preparation process for the fine arts high school entrance exam and to highlight their contributions to education and training. This research was conducted using content analysis. The sample of the research consists of 10 teachers working as visual arts teachers in the four districts of Sur, Bağlar, Kayapınar, and Yenişehir, which are affiliated with the center of Diyarbakır province, and 10 students from the 8th grade continuing their education at a middle school affiliated with the Bağlar district of Diyarbakır province. Data obtained from semi-structured interview forms were analyzed using content analysis. This analysis revealed that teachers and students faced various problems during the preparation process for the talent exam required for admission to the fine arts high school. In the study, the participants' views were coded by the researcher, categories were created from these codes, and each category was evaluated in detail along with its subcodes. Based on the interviews conducted, it was determined that visual arts teachers generally take responsibility for informing and guiding students about the fine arts exam. In addition, they contribute to the process by taking students to visit fine arts high schools. During the exam preparation process, it was found that families were often prejudiced against visual arts classes, which led to problems in the preparation process. As a result of negative family attitudes, students' motivation was low, and visual arts teachers also experienced problems in convincing families during this process. Interviews with participants revealed that workshops are generally available in schools, but some schools still lack them. The talent exam for the painting department of the fine arts high school is conducted in two stages. Since these exams require live model performances and can only be effectively conducted in spacious workshop environments, it is considered necessary to eliminate the workshop problem in schools. The cooperation between families, teachers, and school administrators during the students' exam preparation process positively affects student motivation. Interviews with students in the preparation process emphasize the importance of support from families and teachers, demonstrating that the influence of families and teachers is critical during this process.In the study, the views of the participants were coded by the researcher. Some categories were formed from the findings obtained and the categories were divided into codes among themselves. Fine arts high schools admit a limited number of students, and students are therefore required to take an exam. Students preparing for the exam believe that the guidance and support provided by their visual arts teachers is crucial. In addition, the school administration should play an active role in planning and scheduling activities during the exam preparation process. It is believed that the school administration's positive and supportive attitude throughout the process, acting in accordance with their duties and responsibilities, will lead to positive results. The primary responsibility for preparing students for art high school falls on visual arts teachers. Visual arts teachers must possess supportive and guiding skills, and school administrators must also work with visual arts teachers in this process, taking necessary measures and providing the required time and environment.