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Purpose: During the contemporary art lesson, it is important to have trainee teachers who are worthy individuals with an artist identity in society, experience education that makes them ask questions and think in life. In this research, the aim was to explain as meaning or information, how all the participants experience the interdisciplinary situation in contemporary art instruction. Method: This research was structured with qualitative research techniques and phenomenological design. The participants of the study were 13 students who follow the lesson consistently, the instructor of the lesson, and four guest instructors from various fields. To clarify the phenomenon, in addition to reviews, observation data, and various documents related to the lesson were collected and thus a variety of data was obtained. All the acquired data were analyzed with the thematic analysis method. Findings: After analyzing the data, four distinct categories emerged under the main category of Selecting and Organizing the Content. These are Key Concepts, Chronology Identification, Milestones, and Interdisciplinarity. Implications for Research and Practice: According to the outcomes, it can be said that the interdisciplinarity content organizing approach includes some fundamental characteristic qualities. The content of the contemporary art lesson has a body that includes the knowledge of various fields, multiculturality, one hundred-broad and milestones, and a complex and paradoxical knowledge structure including modern and postmodern perspectives. The instructor converted the knowledge into interdisciplinary content by including various experts from various disciplines as a disciplinarian and utilizing an integrated content approach during the contemporary art lesson.

This article addresses what kind of learning-teaching process should be applied to teach visual culture teaching in the Special Teaching Methods II course given as part of the visual arts teacher education program in Turkey. The study was designed with action research which is, one of the qualitative research methods using a two-step process. The first step was achieved with the participation of 24 preservice art teachers in a state university. In the second step, four volunteers were selected from among the participants of the first step and their process of implementing lesson plans in a visual arts course of a secondary school was examined. Data were obtained from observations, document analysis, and interviews which were then analyzed inductively. This paper focuses on four themes that emerged from the analysis of the data: realize, practice, relate and experience. In the study, it was concluded that preservice teachers develop awareness of how visual culture shapes meaning, shows willingness to raise awareness of society by drawing attention to social problems in their artistic work, and that their lesson plans effectively reflect their achievements regarding visual culture studies.

This article addresses what kind of learning-teaching process should be applied to teach visual culture teaching in the Special Teaching Methods II course given as part of the visual arts teacher education program in Turkey. The study was designed with action research which is, one of the qualitative research methods using a two-step process. The first step was achieved with the participation of 24 preservice art teachers in a state university. In the second step, four volunteers were selected from among the participants of the first step and their process of implementing lesson plans in a visual arts course of a secondary school was examined. Data were obtained from observations, document analysis, and interviews which were then analyzed inductively. This paper focuses on four themes that emerged from the analysis of the data: realize, practice, relate and experience. In the study, it was concluded that preservice teachers develop awareness of how visual culture shapes meaning, shows willingness to raise awareness of society by drawing attention to social problems in their artistic work, and that their lesson plans effectively reflect their achievements regarding visual culture studies. [ABSTRACT FROM AUTHOR]