Sanatta değişen paradigmalar bağlamında görsel sanatlar eğitiminde üretken yapay zeka teknolojilerinin kullanım deneyimleri

This thesis examines how deep learning–based generative artificial intelligence technologies can be integrated into high school–level visual arts education and what kind of experiential space they create for students within the context of shifting paradigms in art. The research problem centers on the lack of sufficient exploration, particularly in the Turkish context, of the pedagogical, aesthetic, and cognitive transformations generated by the use of generative artificial intelligence in art education processes. Accordingly, the aim of the study is to phenomenologically analyze students' interactions with generative artificial intelligence and to reveal, in a multidimensional manner, the function of these technologies within art education practices. The study employs the phenomenology approach, one of the qualitative research designs. The study group consists of a total of 20 high school students. Data were collected through semi-structured interviews, focus group interviews, images produced with generative artificial intelligence, prompt texts, and researcher observations; the data were analyzed through descriptive and interpretive analysis. Findings indicate that students primarily experience generative artificial intelligence as a tool that inspires, arouses curiosity, and supports artistic expression processes. Significant improvements were observed in students' creative thinking, visual literacy, storytelling, and aesthetic decision-making skills. However, the nature of the experience was found to be closely related to students' prior art education background, the physical conditions of the school, and the guiding role of the teacher. Participants evaluated artificial intelligence technologies not as agents replacing the creator but as tools that support production within the scope of contemporary art education. In conclusion, the study reveals that generative artificial intelligence should be addressed with its pedagogical, ethical, and cultural dimensions within art education programs, and that with appropriate guidance, these technologies significantly enhance students' motivation, artistic awareness, and creative production capacity.

Keyword: Disiplin temelli sanat eğitimi = Discipline based art education ; Etkileşimli sanat = Interactive art ; Generatif sanat = Generative art ; Görsel sanatlar = Visual arts ; Görsel sanatlar dersi = Visual arts course ; Güzel sanatlar = Fine arts ; Çevrimiçi sanat = Online art ; İnsan-yapay zeka etkileşimi = Human-artificial intelligence interaction