Installation art in the context of interdisciplinarity: Experiences and perceptions of secondary school 8th grade students

This study aims to identify the experiences and perceptions of eighth-grade middle school students regarding interdisciplinary installation art practices implemented within the visual arts course. The study group consists of 14 volunteer eighth grade students attending a public middle school in the city of Bartın. The research was conducted using the phenomenological design, one of the qualitative research methods. The data obtained were analyzed in detail through content analysis and presented in the form of a report. Within the framework of the objectives of the secondary school visual arts curriculum, which emphasize the development of creative thinking as well as cognitive, affective, and psychomotor skills, the study aimed to incorporate installation art practices that involve spatial use, three dimensional design, the use of recycled and waste materials, sustainability awareness, and the integration of multiple art disciplines. In this process, installation art practices based on recycling were carried out with volunteer students. It is considered that the practical integration of installation art, which has an interdisciplinary nature, into visual arts education programs contributes to the development of individuals who are able to follow contemporary art and are aware of the combined use of different art disciplines such as painting, sculpture, architecture, design, performance, and new media within the field of visual arts. The spatial relationship and three dimensional structure inherent in installation art enhance students spatial perception and encourage them toward new artistic explorations and discoveries, enabling them to construct multidimensional relationships between idea, material, and expression. The findings indicate that installation art practices had positive effects on students perceptions of the visual arts course. The implementation contributed to the development of students awareness of contemporary and interdisciplinary art, as well as to positive changes in their creative thinking skills. According to the results of the study, including installation art practices at the eighth-grade level in visual arts courses not only supports students' individual creativity but also strengthens learning processes based on collaborative values. Group-based activities increased students' social interactions and contributed to the development of communication skills, creative thinking, problem solving abilities, critical perspectives, and a sense of responsibility. In this respect, the students achieved multifaceted artistic and pedagogical outcomes.