Metaphorical perceptions of artistic editing items of the gifted art students

This study aims to measure the metaphoric perceptions of gifted art students studying at Tokat Bilsem regarding the concepts of line, shape, light-shadow, texture, color, shape, value, tone, space which are the elements of artistic regulation. In the literature history, it has been observed that many studies have not been done about gifted students. However, no study has been found to measure the metaphoric perception of the elements of artistic regulation that constitute the basis of visual arts. The study group consisted of 31 gifted students studying at the Art and Science Center of Tokat. In this study, IBM SPSS Statistics 22 and Microsoft Office Excel 2016 were used to analyze the metaphors obtained for each artistic element. The obtained data were transferred to these programs and then frequency, average and percentage distributions were calculated. When the metaphors produced by the students were evaluated in general, the most different metaphors were formed for shape and value elements and the least different metaphors for line and color elements. Since the concepts of line and color are the most used elements in visual arts, it can be said that the students show similarities in the metaphors they produce. The metaphors produced by the students for artistic editing elements were conceptual categorized by looking at the rationale of the metaphors they created. As a conceptual category, it was found out that the least constituted items were "texture, color, shape, tone". The item that created the most concept was the concept of "value". As a result, metaphoric perceptions of gifted painting students were measured by using artistic editing elements used in art education. The findings were discussed depending on the literature and suggestions were made based on the findings.