Reflection of visual culture activites based on social network site Facebook on 3rd year highschoolers' arti̇stic drawings

Aim of this research is defining reflections of visual cultural activities taking place in a social distribution network -Facebook-, on artistic drawings of highschooler which are on their 3rd year (8th graders). Pupil who are exposed to visual bombardment in social networks, are able to use that visual data in their drawings either consciously or subconsciously. It is known that Facebook is a part of this bombarding variety. That visual variety can be reflected positively onto art education classes through these teachings with practices. Desired action is, performing a visual culture study by opening a virtual classroom on Facebook as a group whose level of secrecy is set to closed. By that aim, a Facebook group which only highschooler who are on their 3rd year could be joined, is formed. Researcher, in 26 September 2013, joined to the visual culture class of the selected group and informed the group about the practice process and framed out the theme of contributory issue is restricted to Picasso. Joiners are selectively controlled by researcher. Practice is limited with a group of 18 male and 12 female participants with a total of 30 pupil. For a week, starting from 30th of September ending in 6th of October, in that closed Facebook group, posts, video-posts and informational postings about Picasso are permitted. After that week they are demanded to make drawings with what they gained visually from these posts on Facebook. Additionally, to obtain pupil's point of view on practice process, their written thoughts required from them. At the end of the practice, an analysis is obtained by comparison of Picasso's and pupil's drawings by two field experts. Additionally, a written interview is done for framing out the pupil's reviews for this practice. Reviews of pupil's are classified by tagging them with predefined themes; which is thematical analysis method. According to conclusion of the research, it is seen that there a certain attraction of posts on drawings, is observed. Visual acquisitions of pupil's are apparent in both drawings and written reviews. Thus, a conclusion of, which is pupil have experienced a visual cultural improvement may be reached. Through the written interview documents, their effort on trying to understand both visual culture and this topic by interpreting all, is seen. Researcher paid an apparent attention on giving positive feedbacks to posts of pupil's relating to practice on social media. Thus, contextually this practice is both deductive and enjoyable for pupil. Exceptionally, pupil found this virtual classroom practice on social media quite different form traditional classroom concept. Key Words: Media, Facebook, Visual Culture, Art Education