DIGITAL LITERACY AND FLIPPED LEARNING MODEL IN ART EDUCATION

The outbreak of the pandemic in 2020 necessitated the blending of education processes with technology, leading to the widespread adoption of remote learning methods. This mandatory experimentation period has allowed for the emergence of new approaches in the field of learning, highlighting the potential usability of strategies like the Flipped Classroom model. Flipped Learning is a model where homework replaces traditional in-class instruction. According to this model, practical activities are guided by teachers at school, while theoretical learning takes place at home with educational videos.

During the period of remote learning, it has been observed that the Education Informatics Network (EBA) platform, created by the Ministry of Education (MEB) for art educators to access and share content, has a limited number of specialized resources for Visual Arts classes, and these resources often overlap or lack diversity. In this study, research has been conducted to explore learning and application methods that aim to engage art educators in creating high-quality content to address the specific gaps in this field. In this context, the focus of this study is to examine the potential contributions of the Flipped Learning model, which is considered one of the blended learning methods that values digital literacy, to the Visual Arts curriculum.

A review of the literature revealed a lack of studies focusing on the preparation of the infrastructure for this new strategy in the context of Visual Arts education. To contribute to the field, this study specifically addresses the application of the Flipped Learning model in the Visual Arts class, utilizing multimedia and digital literacy concepts. Methodological examples for implementing the Flipped Learning model in the areas of Basic Elements of Painting, Graphic design, and Art History have been prepared. Additionally, the study introduces software packages and minimum equipment accessible to all art educators.

It is believed that this study will contribute to the literature by enabling art educators in Turkey to familiarize themselves with new learning methods and the technologies used, thus acquiring the discipline to create enriched course content within these environments.

Keywords

Digital literacy, Informatics, Technology, Visual Arts, Flipped Learning