Iconic representation in visual communication-visual metonymy

Visual communication, which has been a universal means of communication since the existence of humanity, is the process of conveying emotions, thoughts, and information through visual tools. In this process, which involves visual elements such as images, symbols, graphics, colors, shapes, and typography, visual expression forms like metaphor, metonymy, literal representation, and analogy are frequently utilized as linguistic and artistic practices for conveying messages. One of these forms of visual expression, visual metonymy, is a representational method in which a visual element directly associated with an object, concept, or phenomenon is used in place of that object itself. In meaning construction through visual metonymy, it is often observed that iconic representation—defined as the visualization of an object or phenomenon through formal resemblance—is frequently used in conjunction.In this respect, visual metonymy stands out as an effective method that facilitates meaning transfer in visual designs. This study aims to explain the concept of visual metonymy, an important expressive form in visual communication, to enable high school students to apply this concept in their artistic production processes, and to determine their attitudes toward visual metonymy. A mixed-methods approach was adopted in the study; qualitative data were collected through content analysis and literature review, while quantitative data were gathered using an attitude scale. The population of the study consists of high school students in the city of Malatya, and the sample includes 9th and 10th grade students from Malatya Mehmet Ali Aydınlar Science High School. As part of the study, students were asked to produce artistic works using the method of visual metonymy, and these works were evaluated based on the "Art Criticism Worksheet" and Forceville's (2009) visual metonymy analysis method. Additionally, the "Attitude Scale Toward Visual Metonymy" developed by the researcher was used to analyze students' attitudes regarding this method. The findings revealed that students employed various metonymic strategies (e.g., part-whole, cause-effect) in their artistic productions, developed an awareness of visual metonymy, and enriched their expressions through creative interventions. Moreover, it was determined that students' overall attitudes toward visual metonymy were positive, with those who received private lessons or attended art courses scoring higher on the attitude scale. In conclusion, the findings indicate that visual metonymy enhances high school students' artistic expression skills and contributes to their creative and critical thinking processes. In this context, it is recommended that more practices based on visual metonymy be incorporated into the art education curriculum.