Metaphors in the studies of 9th grade students using the frotaj technique

It is thought that the visual arts course contributes to the students' imagination, creative thinking skills and critical perspective. Within the scope of this course, it is aimed to teach students the elements of art and the principles of artistic arrangement. The main purpose of the research is to teach high school students about texture, which is one of the elements of art, and to examine how working with this technique contributes to them through the metaphors they use in their studies. The research was structured as a mixed research method in which qualitative and quantitative data were used together. The study group of the research consists of 20 students who are studying at Yedisu MultiProgram Anatolian High School in Bingöl Province, Yedisu District, in the 9th grade and determined by the random sampling method. Within the scope of the research, a pre-test was applied to measure the knowledge level of the students about the frottage technique. Afterwards, the students were given detailed lessons on the frottage technique, and studies were carried out using this technique. In addition, with the post-test application, it was tried to determine whether there was an improvement in the level of knowledge about the technique. After the application was completed, the students expressed themselves through semi-structured interview forms consisting of open-ended questions about how working with the drawing technique contributed to them. As a result of the analysis, it was determined that there were positive differences between the pre-tests and post-tests of the students. Data collected by these methods has been analyzed by using the Wilcoxon signed-rank test. After the application, it was tried to determine what kind of metaphors (similes) the students made in their studies based on their own views. As a result of this research, it was determined that the students were inspired by the geography they lived in and used metaphors in this direction. To sum up, it has been determined that working with the frottage technique gives students a different perspective, develops their imagination, and is very economical in terms of both material and time, it is recommended to include the frottage technique in the course while the texture subject is being taught in the visual arts course. Keywords: Frottage, Max Ernst, Metaphor, Texture, Automatism