The visual art which is commented by the visual art teachers to help processing of the visual culture is important. In this study it is tried to describe the effect of visual culture based on the usual aesthetic experiences to be included in the learning process art education. The action research design, which is a qualitative study, is conducted in this research. The study is conducted with the 12 pre-service teachers of Pamukkale University Faculty of Education -Department of Fine Arts Education, Program in Art Crafts Education. The data have been obtained through observation, interview forms and document analysis. The data are analyzed by using content analysis. As a result of the study it is observed that the critically cogitation skills provided that to be aware of the visual culture analyzes, in terms of the visual objects which included the apprehend series and to develop the pluralistic perspective that has got not only meaning in visible. As a consequence, Pre-service teachers have found that the analyzing of the visual culture and the learning area which included in education programs and to make more conscious choices in art and cultural events.
Visual Art Education, Visual Culture, Visual Culture Education.
In our era, there is a period in which there is a postmodern expression getting common in every part of life. Especially it is observed that expressions, strategies and politics about post-modern and postmodern pedagogy are getting widespread. In this spread while art is tend to focus on differences and variations in creating hypothetical fundamentals (Eker & Seylan, 2005), education focuses on how to structure, how to live, how to listen and how to learn knowledge by removing it from being only a set of visual proposals (Kale, 2002). In the base of both fields post-modern understanding individualism and identity concepts are emphasized more and they head for creating a human being who is based on the approach of self-assertion, developing a personality in different identities and being tolerated against other identities (Gudjons, 1993). Therefore, roles of art education and art educators are highly affected by this approach. It is suggested that art lessons particularly should take place in creating, spreading and adopting visual culture. Consequently, unless art educators take a defensive role, it is pointed out that they have the opportunity to contribute to the globalization of culture by taking a constructive role (Duncum, 2000).
According to Barnard (2002) it is a stubborn fact that a human-specific communication way, cultural expression, is as important as language. That is because every age creates a human type suitable for its own structure and within that human creates a culture suitable for its own structure (Gençaydin, 1995). What is the common culture of our age? It is easy to answer this question when we glance at around us. Our environment is full of various and complicated visual images. In today's world predomination of media such as photography, cinema, television and internet lead to the rise of visual culture (Bülbül, 2010). Our common culture has become a product of what we watch (Barnard). With the rapid development of technology first the camera and then cinema and television which determine animated images were invented; therefore, the world has gone into a period in which "visual images culture" flows at a rate that can be explained by its own rules (Parsa, 2007). It is observed that in the last 40 years electronic images and in the last 10 years numeric based computer images have covered all areas of life (Parsa, 2007). Nowadays, from occupation to art, amateurism to professionalism, individual to government, every level of visual production and stocking is possible (Karadag, 2004). When the images are in the centre, it is observed that eye-centered societies are composed (Parsa, 2007). Also in daily life almost in all corners, building entrances, subways, shops and parks optical electronic eyes are placed and they observe everything. …