Interdisciplinarity in contemporary art instructing: A phenomenologycal study

The transitive structure that occured between the societies and cultures with postmodernism and the interdisciplinary hybridization also needs individiuals who can develop similar interdisciplinary thinking and can use it in any field. With the lesson of contemporary art, it is important to have trainee teachers who are worth of an individual with their artist identity in society, experience education that makes them ask questions and think in life. In this research, it is aimed to explain as a meaning or information, how all the participants experince the situation of interdisciplinarity in contemporary art instructing. This research is structured with qualitative research techniques and phenomenologic design. The participants of the study group are 13 students that follow the lesson consistently, instructor of the lesson and four guest instructors from other fields. To clarify the phenomenon, in addition to reviews, observation data and documents related to the lesson were collected and thus a variety in data was provided. All the acquired data was analyzed with thematic analysis method. After analysing the data, five categories occured under the main category of "Lesson Plan". These are; "Determining the Objectives", "Selecting and Organizing the Content", "Learning-Teaching Process", "Defining the Roles of Stakeholders" and "Evaluating the Case". According to the outcomes, it can be said that the interdisciplinarity in contemporary art instructing is a fact of content-based instructing. According to that, with the characteristic qualities, content-based instructing is the management of the process within which the content of contemporary art lesson is supported by the instructors of different fields. According to the outcomes of research, some advice is suggested for the ones who want to use an interdisciplinary instructing approach in contemporary art lesson and the ones who research this topic. Keywords: Interdisciplinarity, Contemporary art, Content-based instructing, Phenomenology, Disciplinarian