Developing awareness of intangible cultura heritage in the 8th grade visual arts lessons (Example myths)

The aim of this study is to enhance awareness of intangible cultural heritage in visual arts classes through the example of legends. To achieve this goal, the knowledge of 8th-grade students regarding legends, as elements of intangible cultural heritage, has been examined in visual arts classes. The research was conducted at Cemil Özgür Middle School in Sur district of Diyarbakır province during the first semester of the 2022-2023 academic year, using a random sampling method. The study group consisted of 30 students aged between 12 and 14 who were enrolled in this school. Both qualitative and quantitative research methods were employed, forming a mixed-method design. Among qualitative research methods, the case study design was utilized. Various data collection methods such as single-group pre-test-post-test applications, observation, semi-structured interviews, document analysis, and audio-visual materials were employed to obtain data relevant to the research objectives. Content analysis and descriptive analysis were used in analyzing the collected data. The data obtained from pre-test and post-test were analyzed using SPSS 28.0 software. Descriptive statistical methods such as frequency and percentage were used for data evaluation. McNemar test was applied to determine the difference between categorical dependent group data. The findings were evaluated at a significance level of 0.05 with a 95% confidence interval. Significant differences were found between pre-test and post-test. It was observed that the success achieved in the pre-test increased in the post-test as a result of the conducted educational process. A significant difference was found in the transfer of schemas (schemas related to legends and schemas conveying what students knew as legends) between pre-test and post-test on the topic of legends. There was a significant difference in expressiveness (formal expression, imagery expression) between pre-test and post-test on the topic of legends. There was a significant difference in the use of color between pre-test and post-test on the topic of legends. According to the results obtained from the naming given by students to the pre-test and post-test images, significant differences between the pre-test and post-test were observed. Data obtained from the interview form were analyzed using natural coding to conduct content analysis. It was found that students provided responses indicating in-depth knowledge acquisition about intangible cultural heritage after detailed topic explanations in semi-structured interviews. In light of all these results, it can be said that visual arts classes play an important role in developing awareness of intangible cultural heritage, and the development of awareness of intangible cultural heritage significantly contributes to students' creativity. Such studies that stimulate cognitive and affective creativity in students enhance their imagination and foster curiosity about their own culture. Based on these findings, it is recommended that similar practices be carried out within the scope of visual arts classes, considering the effects of legends, one of the oral narratives of intangible cultural heritage, on students' imagination and their levels of interest and curiosity towards the legends and values they hear in their daily lives. Key Words: Cultural Heritage, Intangible Cultural Heritage, Legends