PERCEPTION AND STYLISTIC EXPRESSION OF ANITKABIR AS AN ARCHITECTURAL OBJECT BY PRIMARY SCHOOL CHILDREN

• Main Authors: Fadimana SELVİ, Mehmet UYSAL
• Format: Article
• Language: deu
• Published: Institut für die Welt der Türken 2012-08-01
• Series: Zeitschrift für die Welt der Türken
• Subjects: Formal/morphological expression; Line and space relationship; children; Stages; artistic development; Development; visual perception; Anıtkabir
• Online Access: http://www.dieweltdertuerken.org/index.php/ZfWT/article/view/334

This study was shaped and developed regarding the existence of a relationship between spatial perception and lines as observed in primary school children. Perception, receiving a variety of approaches from different disciplines, is assessed in our study through a model based on what portion of the things remembered by thechild is spatial and what are the remembered parts or features of a familiar space. The study investigates Anıtkabir as a well-known architectural object which carries very distinct structures in terms of linear expression. The study aims at determining to what extent the formal expression of the space remembered by the child aftervisual perception through drawing matches the artistic development stages; schematic, dawning realism and pseudorealism. A literature review was carried out in order to constitute a basis for the fieldwork encompassing children from schematic, dawning realism and pseudorealism stages. The second step has been providing theoretical information concerning Anıtkabir to the student groups from Başyayla Primary Education School attending to 4th (schematic), 6th (dawningrealism) and 8th (pseudorealism) grades using various common methods (visits, media, teaching tools, etc.) during 2009-2010 Education Year Fall Semester. Later the students were asked to put their perceptions in practice and the results were interpreted within the target parameters. This study asserts that the formation of space in memory as a result of visual perception are coded in view of the phaseoccupied by the child, personal differences, different styles of perception and spatial experiences and the drawings support the features of the phase occupied by the child.