Three-dimensional applications in the artistic development of students with mind disabled

Art education is a phenomenon that takes each individual forward in society with a unique perspective. Art education makes significant contributions to the development of mentally handicapped individuals. It is an indispensable element that supports independent living skills that enable individuals with mental disabilities to descend into their inner world and adapt to the outside world easily. Academic achievement of mentally retarded students is low because they suffer from attention deficit. Students with intellectual disabilities who have problems in using and transferring their talents have poor focus. Students with intellectual disabilities As they get bored quickly and lose their sense of self-confidence, their decision-making abilities are weakened. Students with intellectual disabilities develop in a positive way by increasing their independent living skills thanks to artistic studies (Çankaya, 2011: 2). In this context, it is aimed in the thesis to support the imagination skills, self-confidence, socially compatible behavior and independent living skills of mentally retarded students through three-dimensional applications. For this reason, students with mental disabilities were offered the opportunity to learn by doing and experiencing, by visiting the museum. After the three-dimensional applications, it was tried to increase the imagination skills of the mentally retarded students in their two-dimensional pictorial studies, and to develop their painting skills by considering the elements and principles of visual design. The aim of this research is Special Education Practice School III. To determine how the three-dimensional applications are reflected on the painting skills of the students in the 4th Level Visual arts course. In the conceptual framework of the research, content was created by document and archive scanning method. Photographs and catalog images of archaeological artifacts were shared with students by giving information about the museum. Inspired by the stories of the works, they were asked to paint a museum-themed painting using pastel paint. Immediately after, the students were allowed to visit the museum with experts and to see the archaeological artifacts on site and get to know them. On the same day, three-dimensional applications were made with museum-themed clay in the museum workshop. The museum visit was repeated the next day, without prolonging the time due to the students' disabilities, and the subject was reinforced. In the remaining two days, three-dimensional work continued in the school's workshop. Just after the three-dimensional applications in the school workshop, two-dimensional pastel painting works related to the museum were carried out. As a result, the reflection of three-dimensional applications on the development of students' pictorial skills was tried to be revealed. Keyword: Students with intellectual disabilities, Three dimensional applications, Art education, Interdisciplinary communication