{"id":178,"date":"2025-03-14T21:27:38","date_gmt":"2025-03-14T21:27:38","guid":{"rendered":"https:\/\/simurgedebiyat.com\/wordpress\/?p=178"},"modified":"2025-03-21T17:17:10","modified_gmt":"2025-03-21T14:17:10","slug":"neden-cizgi-roman","status":"publish","type":"post","link":"https:\/\/simurgedebiyat.com\/index.php\/2025\/03\/14\/neden-cizgi-roman\/","title":{"rendered":"NEDEN \u00c7\u0130ZG\u0130 ROMAN"},"content":{"rendered":"
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\u0130\u00e7inde bulundu\u011fumuz \u00e7a\u011fda g\u00f6rselli\u011fin, \u00f6zellikle de medya yoluyla g\u00fcnl\u00fck ya\u015fam\u0131 ku\u015fatan bir hakimiyeti s\u00f6z konusudur. Bunun etkileri e\u011fitime de yans\u0131makta, g\u00f6rsel ara\u00e7-gere\u00e7lerin derslerde kullan\u0131m\u0131 \u00f6\u011frenmenin ve dersin ba\u015far\u0131s\u0131n\u0131 belirlemektedir. E\u011fitim uygulamalar\u0131ndaki yeni yakla\u015f\u0131mlar, \u00e7oklu \u00f6\u011frenme ortamlar\u0131n\u0131 zorunlu k\u0131lmaktad\u0131r. Yaln\u0131zca ders kitaplar\u0131na dayanan \u00f6\u011frenme ortamlar\u0131, derslerin tekd\u00fcze hale gelmesi tehlikesini<\/p>\n

bar\u0131nd\u0131rd\u0131\u011f\u0131 gibi, \u00f6\u011frencilerin bireysel ihtiya\u00e7lar\u0131n\u0131n kar\u015f\u0131lanmas\u0131na da katk\u0131da bulunmamaktad\u0131r.<\/p>\n

\u00c7izgi roman, metinle resmi i\u00e7 i\u00e7e ge\u00e7irerek b\u00fct\u00fcnl\u00fckl\u00fc bir anlat\u0131 haline getiren g\u00f6rsel bir medya arac\u0131 oldu\u011fundan \u2013 \u00f6zellikle metin unsurunu da i\u00e7inde bar\u0131nd\u0131rd\u0131\u011f\u0131 ve bu y\u00f6n\u00fcyle okuma anlama becerisine de seslendi\u011fi i\u00e7in – T\u00fcrk\u00e7e<\/p>\n

derslerinde ders malzemesi olarak kullan\u0131lmaya son derece uygun ara\u00e7lard\u0131r. T\u0131pk\u0131 di\u011fer metin t\u00fcrleri gibi \u00e7izgi romanlarda, derslerde \u00e7ok farkl\u0131 bi\u00e7imlerde kullan\u0131larak \u00f6\u011frencileri kapsamada \u00e7e\u015fitli olanaklar sunarlar. <\/p>\n

 <\/p>\n

\u00c7izgi roman, bir olay\u0131 veya bir \u00f6yk\u00fcy\u00fc ard\u0131\u015f\u0131kl\u0131 anlatan bir resim dizisidir.  Anlama, kavrama ve ifadelendirme konusunda etkin bir e\u011fitim metodudur. \u00c7izgi roman ayn\u0131 zamanda sineman\u0131n ilk evresidir; story-board\u2019d\u0131r. K\u00fclt\u00fcr ekonomisinin \u00f6nemli mihenklerindendir. \u00d6zellikle internet d\u00fcnyas\u0131nda yer almak ad\u0131na ba\u015flama evresidir.<\/p>\n

\u00c7evremizi ku\u015fatan say\u0131s\u0131z \u00e7e\u015fitlilikteki g\u00f6rsel unsur, g\u00fcndelik ya\u015fam\u0131m\u0131z\u0131n ayr\u0131lmaz bir par\u00e7as\u0131n\u0131 olu\u015fturmakta ve adeta toplumun geli\u015fimini belirlemektedir. Her ge\u00e7en g\u00fcn daha da geli\u015fen medya \u00e7a\u011f\u0131nda, s\u00f6zl\u00fc k\u00fclt\u00fcrden g\u00f6rsel k\u00fclt\u00fcre adeta bir \u201cG\u00f6rsel Milat\u201d ile evrilme s\u00f6z konusudur .<\/p>\n

\u201cAyn\u0131 anda birden fazla yerde bulunma\u201d \u00f6zelliklerinden dolay\u0131 resimlerin\/g\u00f6rsellerin g\u00fcndelik ya\u015fam i\u00e7erisinde \u00f6\u011frenme s\u00fcre\u00e7lerine, bilgi edinme s\u00fcre\u00e7lerine ve estetik al\u0131mlamaya katk\u0131lar\u0131 giderek daha fazla \u00f6nem kazanmaktad\u0131r.<\/p>\n

Resimler\/g\u00f6rseller \u00f6zellikle de \u00e7ocuklar\u0131n ve gen\u00e7lerin al\u0131mlama al\u0131\u015fkanl\u0131klar\u0131nda g\u00f6zle g\u00f6r\u00fcl\u00fcr avantajlar sa\u011flamaktad\u0131r. \u00c7ocuklar ve gen\u00e7ler, \u00e7izgi roman, televizyon, bilgisayar oyunlar\u0131, videolar veya cep telefonlar\u0131 gibi<\/p>\n

\u00e7e\u015fitli g\u00f6rsel medya ara\u00e7lar\u0131yla yeti\u015fkinlere g\u00f6re daha fazla zaman ge\u00e7iriyorlar. B\u00f6ylece gerek s\u00f6zl\u00fc, gerekse yaz\u0131l\u0131 dillerine ve metin yap\u0131lar\u0131na yans\u0131yan bir etki ortaya \u00e7\u0131kmaktad\u0131r. Giderek daha fazla \u00f6\u011frencinin, bir metin olu\u015ftururken medya ara\u00e7lar\u0131ndan edindikleri deneyimlerden yararland\u0131klar\u0131n\u0131 ortaya koymaktad\u0131r.  \u00c7al\u0131\u015fmalar g\u00f6stermektedir ki belirli bir resim\/g\u00f6rsel i\u00e7in \u00f6\u011frenciler taraf\u0131ndan olu\u015fturulan metinlerde medya ile (\u00f6rne\u011fin belirli ki\u015filer veya olaylar gibi) s\u0131k\u0131 ba\u011flar kuruldu\u011fu ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Bu ba\u011flama erkek \u00f6\u011frencilerde, k\u0131z \u00f6\u011frencilere oranla iki kat daha fazla rastlanmas\u0131, ayr\u0131 bir \u00e7al\u0131\u015fman\u0131n konusu niteli\u011findedir.<\/p>\n

\u00c7ocuklar\u0131n ve gen\u00e7lerin okul d\u0131\u015f\u0131nda ak\u0131nlarca resime\/g\u00f6rsele maruz kalmalar\u0131,  g\u00f6rsel unsurlarla ve bunlar\u0131n anlamlar\u0131yla ilgili ele\u015ftirel bir hesapla\u015fmay\u0131 gerekli k\u0131lmaktad\u0131r. Otomatikle\u015fmi\u015f ve mekanikle\u015fmi\u015f bir d\u00fcnya alg\u0131s\u0131n\u0131n olu\u015fmas\u0131n\u0131 \u00f6nlemek i\u00e7in \u00f6\u011frenciler, resimleri\/g\u00f6rselleri anlamland\u0131rmay\u0131 okulda \u00f6\u011frenmeli, b\u00f6ylelikle ele\u015ftirel bir medya okuryazarl\u0131\u011f\u0131 yetisi kazanmal\u0131d\u0131r.   G\u00f6rsel yaz\u0131n, yani g\u00f6rsel iletileri anlamak, olu\u015fturmak ve ileti\u015fim surecinde kullanmak, \u00f6\u011frenilmesi gereken bir s\u00fcre\u00e7tir. Farkl\u0131 bi\u00e7imlerdeki resimler\/g\u00f6rseller ve bar\u0131nd\u0131rd\u0131klar\u0131 olanaklar, derslerde bilin\u00e7li bir \u015fekilde kullan\u0131lmal\u0131d\u0131r. Burada kastedilen, resimlerin derslerde yo\u011fun olarak ele al\u0131nmas\u0131 ve \u00e7\u00f6z\u00fcmlenmesidir. Bu s\u00fcrece, betimleme, s\u0131ralama, yorumlama, ele\u015ftirel yans\u0131tma, yarg\u0131lama ve kendi kendine resim olu\u015fturma gibi tutum ve davran\u0131\u015flar da dahildir. B\u00f6yle bir \u00e7al\u0131\u015fma okullarda, \u00f6zellikle de anadili olarak T\u00fcrk\u00e7e derslerinde, g\u00f6rsel okur yazarl\u0131\u011f\u0131n geli\u015ftirilmesine katk\u0131 olmas\u0131 ve g\u00f6rsel unsurlar\u0131n etkili ve amaca uygun bir \u015fekilde kullan\u0131lmas\u0131 i\u00e7in gereklidir.<\/p>\n

Burada T\u00fcrk\u00e7e derslerinin, s\u00f6zl\u00fc k\u00fclt\u00fcr\u00fcn g\u00f6rsel k\u00fclt\u00fcre evrilmesi olgusunu nas\u0131l ve hangi ara\u00e7larla bir kazan\u0131ma d\u00f6n\u00fc\u015ft\u00fcrebilece\u011fi sorusu ortaya \u00e7\u0131kmaktad\u0131r. Dahas\u0131, \u00f6\u011frencilerin g\u00f6rsel unsurlarla sorumluluk sahibi ve ele\u015ftirel bir ili\u015fki kurabilmeleri y\u00f6n\u00fcnde T\u00fcrk\u00e7e derslerinin hangi katk\u0131lar\u0131 sunabilece\u011fi \u00fczerine kafa yorulmal\u0131d\u0131r.<\/p>\n

\u00d6zellikle 21. y\u00fczy\u0131lda di\u011fer ilgi \u00e7ekici medya ortamlar\u0131 (internet, bilgisayar, oyunlar\u0131, tv gibi) aras\u0131nda \u00e7izgi romanlar\u0131n okuma al\u0131\u015fkanl\u0131\u011f\u0131 yaratmadaki \u00f6nc\u00fc rol\u00fc de hesaba kat\u0131ld\u0131\u011f\u0131nda, metin turu olarak \u00e7izgi roman\u0131n e\u011fitim \u00f6\u011fretim faaliyetleri a\u00e7\u0131s\u0131ndan \u00f6nemi bir kat daha artmaktad\u0131r.<\/p>\n

Bu anlat\u0131m\u0131m\u0131zda, \u00e7izgi roman t\u00fcr\u00fcn\u00fcn bir\u00e7ok kullan\u0131m bi\u00e7imi aras\u0131ndan, e\u011fitsel boyutuyla ilgili bir kullan\u0131m bi\u00e7imi \u00f6nerilmektedir. \u00c7izgi roman\u0131n T\u00fcrk\u00e7e derslerine ne t\u00fcr katk\u0131lar sa\u011flayabilece\u011fi, okuma ve bilgi edinme s\u00fcrecini \u00f6\u011frenciler i\u00e7in daha zevkli bir s\u00fcrece d\u00f6n\u00fc\u015ft\u00fcrmede nas\u0131l kullan\u0131labilece\u011fine dair  ifadelendirmelerimiz olacakt\u0131r.<\/p>\n

D\u00fcnyadaki geli\u015fimin bir benzeri olarak T\u00fcrkiye\u2019de de \u00e7izgi roman ilk olarak g\u00fclmece i\u00e7erikli ve resimli \u00e7ocuk dergilerinde, \u00e7izgi bant \u015feklinde g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. 1900\u2019lerin ba\u015f\u0131nda f\u0131kralar\u0131n resimlendirilmesi gibi \u00e7izgi romana dahil edilmeyecek \u00e7izimler kullan\u0131lsa da gazetelerde \u00e7izgi roman sanat\u00e7\u0131lar\u0131na \u00f6zel bir yer ayr\u0131lmam\u0131\u015ft\u0131r.<\/p>\n

Cumhuriyetin yeni kuruldu\u011fu bu d\u00f6nemde d\u0131\u015far\u0131dan gelecek her t\u00fcrl\u00fc \u00fcr\u00fcne k\u00fclt\u00fcrel yozla\u015fmaya yol a\u00e7aca\u011f\u0131 d\u00fc\u015f\u00fcncesiyle s\u0131cak bak\u0131lmam\u0131\u015ft\u0131r . T\u00fcrkiye\u2019de \u00e7izgi roman\u0131n genel geli\u015fimine bak\u0131ld\u0131\u011f\u0131nda \u00e7ocuklar i\u00e7in \u00fcretimin \u00e7ok az oldu\u011fu, genellikle yabanc\u0131 kaynakl\u0131 \u00e7izgi romanlar\u0131n bu a\u00e7\u0131\u011f\u0131 kapatt\u0131\u011f\u0131 g\u00f6r\u00fclmektedir. G\u00fcn\u00fcm\u00fczde Manga ve anime k\u00fclt\u00fcr\u00fc \u00e7izgi romanlar \u00fczeinden \u00e7ocuklar\u0131m\u0131z\u0131 dev\u015firmektedir. 60\u2019l\u0131 ve 70\u2019li y\u0131llarda sosyo-politik g\u00fcndemin de etkisiyle T\u00fcrk \u00e7izgi roman\u0131, \u00fcretim ve \u00e7e\u015fitlilik konusunda olduk\u00e7a zenginle\u015fmi\u015ftir. Ancak i\u00e7erik olarak en az bat\u0131n\u0131n eserleri kadar s\u0131k\u0131nt\u0131l\u0131 i\u015fler okuyucuyla bulu\u015fturulmu\u015ftur.<\/p>\n

Yakla\u015f\u0131k y\u00fcz y\u0131ll\u0131k ge\u00e7mi\u015fiyle olduk\u00e7a yeni bir anlat\u0131 bi\u00e7imi olan \u00e7izgi roman, dersler icin bir \u00f6\u011frenme materyali olarak s\u0131n\u0131rs\u0131z olanaklar sunmaktad\u0131r. G\u00f6rsel malzeme olarak \u00f6\u011frencilere \u00e7ok k\u0131sa s\u00fcrede \u00e7ok fazla bilgi aktarma \u00f6zelli\u011fine sahip olan \u00e7izgi roman, ayn\u0131 zamanda ele\u015ftirel ve bilincli bir g\u00f6rsel okuma i\u00e7in zemin sa\u011flar. \u00d6zellikle okuma al\u0131\u015fkanl\u0131\u011f\u0131 ve okuma yetisi zay\u0131f olan \u00f6\u011frenciler i\u00e7in daha pratik bir bilgi edinme arac\u0131d\u0131r. Anlat\u0131 bi\u00e7imi bak\u0131m\u0131ndan di\u011fer yaz\u0131nsal t\u00fcrlere oranla daha etkin bir anlat\u0131 bi\u00e7imine sahip olan \u00e7izgi roman\u0131n ders arac\u0131 olarak kullan\u0131m\u0131 pragmatik ac\u0131dan son derece yal\u0131n ve basittir.<\/p>\n

Statik, k\u00fc\u00e7\u00fck ve tekil resim panellerinden olu\u015fan \u00e7izgi romanlar hem \u00f6zg\u00fcn bir metin t\u00fcr\u00fc olarak edebiyat ile yak\u0131n ili\u015fki i\u00e7erisindedir, hem de grafik \u00f6zelliklerinden dolay\u0131 g\u00f6rsel medyan\u0131n bir par\u00e7as\u0131d\u0131r. D\u00fcnyada da say\u0131s\u0131z \u00f6rne\u011fi olan ve \u00fclkemizde Shakespeare, Dostoyevski ve Kafka gibi klasik yazarlara ait edebiyat klasiklerinin \u00e7izgi roman haline getirilerek NTV yay\u0131nlar\u0131 taraf\u0131ndan seri halinde yay\u0131mlanan  \u201c\u00c7izgi Roman D\u00fcnya Klasikleri \u201c, edebiyat ile \u00e7izgi roman\u0131n birle\u015fmesine \u00f6rnek olarak g\u00f6sterilebilir.<\/p>\n

Bu ba\u011flamda \u00e7izgi roman\u0131n, kullan\u0131m bi\u00e7imine g\u00f6re yaz\u0131nsal bir niteli\u011fe de b\u00fcr\u00fcnd\u00fc\u011f\u00fcn\u00fc s\u00f6ylemek m\u00fcmk\u00fcnd\u00fcr.<\/p>\n

Tekil resim panelleri, birbirine ba\u011fl\u0131 ve anlaml\u0131 bir anlat\u0131 a\u011f\u0131 olu\u015fturarak sayfa i\u00e7erisinde uygun bir bi\u00e7imde yerle\u015ftirilir. Resimler anlat\u0131m\u0131, yaz\u0131l\u0131 metinlere oranla daha a\u00e7\u0131k hale getirmekte ve yoruma daha fazla yer vermektedir. G\u00f6rsel alg\u0131 daha k\u0131sa s\u00fcrede, daha dolay\u0131ms\u0131z ger\u00e7ekle\u015fir ve do\u011frudan duygusal boyutta kar\u015f\u0131l\u0131\u011f\u0131n\u0131 bulur. Bir resimden di\u011ferine ge\u00e7i\u015fte doldurulmas\u0131  gereken bo\u015fluklar vard\u0131r: birinci resim biter, ikinci resim ba\u015flar ama ikisinin aras\u0131nda anlat\u0131m ac\u0131s\u0131ndan anlaml\u0131 bir bo\u015fluk vard\u0131r. Burada s\u00f6z konusu olan, okuyucunun \u00e7\u0131karsama yoluyla doldurmas\u0131 gereken anlat\u0131sal bir bo\u015fluktur. Resimler aras\u0131ndaki bu tamamlama i\u015flemi, yani paneller aras\u0131ndaki anlat\u0131sal ba\u011f\u0131 kurma i\u015flemi \u00f6\u011frencilerin kendi kendilerine tamamlamalar\u0131 gereken bir s\u00fcre\u00e7tir. Bunun yap\u0131labilmesinin \u00f6n ko\u015fulu ise t\u0131pk\u0131 yaz\u0131nsal metinlerde oldu\u011fu gibi okurun \u00f6n bilgileri ve deneyim ufkudur. \u00c7izgi roman okuyucusu, her bir kare i\u00e7in gerekli olan olaylar\u0131n ger\u00e7ekle\u015fme s\u00fcresini kendisi belirler. Paneller, okura olaylar \u00f6rg\u00fcs\u00fc i\u00e7inden sadece belirli kesitleri sunar, okuyucu bu kesitler aras\u0131ndaki bo\u015fluklar\u0131 doldurarak kendi hayal g\u00fcc\u00fcn\u00fc ve birikimlerini de kullanarak olay \u00f6rg\u00fcs\u00fcn\u00fc tamamlar. B\u00f6ylece her okur i\u00e7in farkl\u0131 bir alg\u0131lama ve al\u0131mlama boyutu s\u00f6z konusudur.<\/p>\n

Edebiyat eserlerinin \u00e7izgi roman tekni\u011fine uyarlanmas\u0131, giderek yayg\u0131nla\u015fan ve edebiyat \u00e7evrelerinde kabul g\u00f6ren bir y\u00f6ntemdir. Ayn\u0131 y\u00f6ntemin, okullarda ders i\u00e7eriklerinin \u00e7izgi roman tekni\u011finden yararlan\u0131larak \u00f6\u011frencilere aktar\u0131lmas\u0131 surecinde de kullan\u0131lmas\u0131 m\u00fcmk\u00fcnd\u00fcr. \u00d6zellikle metinlerin ders materyali olarak ba\u015fat rol oynad\u0131\u011f\u0131 T\u00fcrk\u00e7e ve edebiyat dersleri i\u00e7in, hatta tarih dersleri i\u00e7in okuma becerisinin geli\u015ftirilmesi ba\u011flam\u0131nda \u00e7izgi roman tekni\u011finden yararlan\u0131lmas\u0131, hem T\u00fcrk\u00e7e ve edebiyat derslerini tek d\u00fcze olmaktan \u00e7\u0131karacak, hem de \u00f6\u011frencilerin bireysel \u00f6\u011frenme ortamlar\u0131na farkl\u0131 ve yenilik\u00e7i bir anlay\u0131\u015fla katk\u0131da bulunacakt\u0131r. Belirli bir olay \u00f6rg\u00fcs\u00fc ve \u00f6\u011frencilerin kendilerini \u00f6zde\u015fle\u015ftirebilecekleri farkl\u0131 karakterler yarat\u0131larak, dersin konusu i\u015flenebilir, dersin kazan\u0131mlar\u0131n\u0131 hedef alan bilgi b\u00f6ylelikle \u00f6\u011frenciler taraf\u0131ndan daha rahat anla\u015f\u0131labilecektir.<\/p>\n

\u00c7izgi Roman\u0131n ve \u00c7izgi Roman Tekni\u011finin E\u011fitsel Ama\u00e7lar\u0131<\/strong><\/p>\n

\u00c7izgi romanlar\u0131n derste kullan\u0131m\u0131n\u0131n zengin g\u00f6rsel yap\u0131s\u0131, heyecanl\u0131, merak uyand\u0131ran kurgusu, kahramanlar\u0131n olumlu nitelikleriyle sempati\/empati yaratmalar\u0131, \u00f6yk\u00fclerin k\u0131sal\u0131\u011f\u0131yla \u00e7abuk sonuca ula\u015ft\u0131rmalar\u0131 ve okunmalar\u0131n\u0131n, elde edilmelerinin kolayl\u0131klar\u0131, ama \u00f6ncelikle zevk i\u00e7in okunmalar\u0131ndan \u00f6t\u00fcr\u00fc, okuma al\u0131\u015fkanl\u0131\u011f\u0131 \u00fczerinde olumlu etkileri oldu\u011funu belirtmektedir<\/p>\n

Ara\u00e7 gere\u00e7 \u00e7e\u015fitlili\u011fi sa\u011flamak i\u00e7in, konuyu daha ilgin\u00e7 hale getirmek i\u00e7in, karma\u015f\u0131k ba\u011flant\u0131lar\u0131 g\u00f6rselle\u015ftirmek i\u00e7in ve \u00f6\u011frencileri motive etmek i\u00e7in resimlerin ve resimli \u00f6yk\u00fcler gibi g\u00f6rsellerin derslerde ama\u00e7l\u0131 bir \u015fekilde kullan\u0131ld\u0131\u011f\u0131 bilinmektedir. Bu ba\u011flamda \u00e7izgi roman, resimlerin ve g\u00f6rsellerin yerine getirdi\u011fi i\u015flevi, s\u00fcrece metni de dahil ederek bir ad\u0131m \u00f6teye ta\u015f\u0131maktad\u0131r. \u00c7izgi roman ne resim, ne de yaz\u0131d\u0131r. Resmin ya da yaz\u0131n\u0131n, b\u00fct\u00fcnleyici olarak kullan\u0131lan di\u011fer bir unsurla ili\u015fkisi sonucunda ula\u015f\u0131lan bir sentezdir. Yani \u00e7izgi roman, birbirinden farkl\u0131 iki temel unsurun (metin ve resim) kayna\u015fmas\u0131yla olu\u015fan bir anlat\u0131m bi\u00e7imi, bir kurgu sanat\u0131d\u0131r.<\/p>\n

\u00c7izgi roman, \u00f6\u011frencileri \u00f6zellikle okuma eylemine te\u015fvik etmek icin son derece uygun bir ara\u00e7t\u0131r. \u00d6zellikle \u00fclkemizde okuma al\u0131\u015fkanl\u0131\u011f\u0131 edinememenin bertaraf edilmesi ad\u0131na \u00f6nemli bir \u00e7\u00f6z\u00fcm teklifidir. Ancak tek yanl\u0131 olan yabanc\u0131 kaynakl\u0131 \u00e7izgi romanlar\u0131n k\u00fclt\u00fcrel yozla\u015fmada \u00f6nemli bir misyon edindikleri ger\u00e7e\u011finide g\u00f6rmezden gelemeyiz. Her konuda oldu\u011fu gibi millile\u015fmenin \u00f6nemini bu konuda daha iyi anlayabiliyoruz. Hele ki \u00fclkemizde bas\u0131lan kitaplar\u0131n %90\u2019\u0131n\u0131n terc\u00fcme eserlerden ibaret oldu\u011funu d\u00fc\u015f\u00fcnecek olursak\u2026 Bu konuda acilen \u00e7izgi roman sanat\u00e7\u0131lar\u0131 yeti\u015ftirmeliyiz ki eserleri ortaya koyacak bizden sanat\u00e7\u0131lar\u0131m\u0131z olsun. (www.cizgiromanokulu.org<\/a>)<\/p>\n

Bunun yan\u0131 s\u0131ra \u00e7izgi roman, konu\u015fma ve yazma al\u0131\u015ft\u0131rmalar\u0131 i\u00e7in de bir\u00e7ok olanak sunmaktad\u0131r. \u00c7izgi roman\u0131n vazge\u00e7ilmez unsurlar\u0131 olan konu\u015fma ve d\u00fc\u015f\u00fcnme balonlar\u0131, bo\u015fluk doldurma al\u0131\u015ft\u0131rmalar\u0131 d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, bir anda yararl\u0131 birer ders arac\u0131 haline d\u00f6n\u00fc\u015fmektedir. Panellerin (\u00e7izgi roman karelerinin) s\u0131ras\u0131n\u0131n kar\u0131\u015ft\u0131r\u0131lmas\u0131yla, \u00f6\u011frencilerin panelleri do\u011fru s\u0131raya g\u00f6re dizme i\u015flemi, okuma-anlamaya y\u00f6nelik ba\u015fka bir al\u0131\u015ft\u0131rma \u00f6rne\u011fi olarak g\u00f6sterilebilir.<\/p>\n

\u0130lk\u00f6\u011fretim T\u00fcrk\u00e7e derslerinde \u00e7izgi roman\u0131 bir metin turu olarak kullanmak m\u00fcmk\u00fcn oldu\u011fu gibi, \u00e7izgi roman tekni\u011finden yararlan\u0131larak ders konular\u0131n\u0131 \u00e7izgi romana uyarlamak da m\u00fcmk\u00fcnd\u00fcr. Yukar\u0131da da belirtildi\u011fi gibi,<\/p>\n

\u00e7izgi roman bir metin t\u00fcr\u00fc olarak \u00f6zellikle okuma, konu\u015fma ve yazma beceri alanlar\u0131na y\u00f6nelik \u00e7ok i\u015flevli bir ders arac\u0131 niteli\u011findedir. Dilbilgisi alan\u0131 d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde de, \u00e7izgi roman tekni\u011finin dilbilgisi konular\u0131n\u0131 aktarmada \u00f6\u011fretmen icin b\u00fcy\u00fck olanaklar bar\u0131nd\u0131rd\u0131\u011f\u0131n\u0131 s\u00f6ylemek m\u00fcmk\u00fcnd\u00fcr. B\u00f6ylelikle \u00f6\u011fretim program\u0131nda belirtilen kazan\u0131mlara ve konulara ba\u011fl\u0131 kal\u0131narak, \u00f6\u011frencilerin \u00e7o\u011fu zaman anlamakta zorland\u0131klar\u0131 dilbilgisi konular\u0131n\u0131n aktar\u0131m\u0131 hem daha e\u011flenceli hem de daha yal\u0131n bir \u015fekilde ger\u00e7ekle\u015fecektir.<\/p>\n

***<\/p>\n

\u00c7izgi roman, e\u011fitim-\u00f6\u011fretim faaliyetlerinin de ilgi alan\u0131na girmeye ba\u015flam\u0131\u015ft\u0131r. Ancak Bat\u0131\u2019da 70\u2019 li y\u0131llardan beri ders malzemesi olarak alg\u0131lanmas\u0131na kar\u015f\u0131n \u00e7izgi roman\u0131n dil \u00f6\u011fretimi derslerindeki kullan\u0131m olanaklar\u0131 ile ilgili k\u0131s\u0131tl\u0131 say\u0131da kuramsal \u00e7al\u0131\u015fma bulunmaktad\u0131r. Burada, \u00e7izgi roman\u0131n dil \u00f6\u011fretimi dersleri i\u00e7in sundu\u011fu olanaklara dair baz\u0131 yakla\u015f\u0131mlar\u0131n ortaya konuldu\u011fu az say\u0131daki makale s\u00f6z konusudur.<\/p>\n

Ders arac\u0131 olarak \u00e7izgi roman\u0131n derslerde etkili bir bi\u00e7imde kullan\u0131labilmesi i\u00e7in \u00f6ncelikle e\u011fitim-\u00f6\u011fretim ba\u011flam\u0131n\u0131n i\u00e7erisine yerle\u015ftirilmesi gerekmektedir.  \u00c7izgi roman\u0131, derslerde zaten kullan\u0131lmakta olan resim t\u00fcrlerinin aras\u0131na yerle\u015ftirilmelidir.. Bu ac\u0131dan bak\u0131ld\u0131\u011f\u0131nda \u00e7izgi roman, resim olarak,<\/p>\n

daha do\u011frusu resimli hikaye gibi de ele al\u0131nabilmekte ve \u201cger\u00e7ek hayatta kar\u015f\u0131la\u015f\u0131lan nesne ve canl\u0131larla do\u011frudan benzerlik g\u00f6steren\u201d g\u00f6rsel ara\u00e7lardan birini olu\u015fturmaktad\u0131r. \u00d6yleyse \u00e7izgi roman bir resim t\u00fcr\u00fc olarak ele al\u0131nd\u0131\u011f\u0131nda, g\u00f6rsel okuma \u00f6\u011fretimine dair ortaya konulan g\u00f6r\u00fc\u015f ve kuramlar\u0131n, \u00e7izgi roman ile ilgili kuramsal yakla\u015f\u0131mlar ve e\u011fitsel \u00e7\u00f6z\u00fcmlemeler geli\u015ftirmede yararl\u0131 veriler ve dayanaklar sundu\u011fu s\u00f6ylenebilmektedir. Buradan yola \u00e7\u0131karak teklif te bulunmak istiyorum; D\u00fc\u015f\u00fcnsenize tarih derslerinin \u00e7izgi roman y\u00f6ntemiyle \u00e7ocuklar\u0131m\u0131za aktar\u0131ld\u0131\u011f\u0131n\u0131.<\/p>\n

\u00c7izgi romanlar i\u015faret kodlar\u0131ndan olu\u015ftu\u011fundan, s\u00f6zl\u00fc ve g\u00f6rsel ara\u00e7lar\u0131n aras\u0131na yerle\u015ftirilmeli ve bir \u201cbile\u015fik ara\u00e7\u201d olarak s\u0131n\u0131fland\u0131r\u0131lmal\u0131d\u0131r . \u00c7izgi roman tekni\u011finin dil \u00f6\u011fretiminde bir ders arac\u0131 olarak kullan\u0131lmas\u0131na olanak sa\u011flayan \u00f6zellik, s\u00f6zl\u00fc ve g\u00f6rsel unsurlar\u0131n ortakl\u0131\u011f\u0131n\u0131n belirleyicili\u011fidir. Bu ba\u011flamda dil \u00f6\u011fretiminde \u00e7izgi romandan nas\u0131l yararlanabilece\u011fine dair baz\u0131 \u00f6neriler \u015fu \u015fekilde s\u0131ralanabilir:<\/p>\n

1) \u00c7izgi roman tekni\u011fi ile kelime da\u011farc\u0131\u011f\u0131n\u0131n geli\u015ftirilmesi<\/p>\n

2) Konu\u015fma balonlar\u0131 tamamlama<\/p>\n

3) \u00c7izgi roman arac\u0131l\u0131\u011f\u0131yla aktar\u0131lan olay, durum veya konu hakk\u0131nda g\u00f6r\u00fc\u015flerini belirtme<\/p>\n

4) \u00c7izgi roman olu\u015fturma veya tamamlama<\/p>\n

5) \u00c7izgi roman tekni\u011finden yararlanarak canland\u0131rmalar yapma ve \u00e7izgi roman \u00f6yk\u00fcleri olu\u015fturma<\/p>\n

6) \u00c7izgi roman olu\u015fturma (hem i\u00e7erik hem de bi\u00e7im olarak)<\/p>\n

7) Okunan \u00e7izgi roman\u0131n s\u00f6zl\u00fc veya yaz\u0131l\u0131 olarak \u00f6zetlenmesi<\/p>\n

8) Aidiyet, alg\u0131 ve bilgi y\u00fcklemlemesi yap\u0131l\u0131r.<\/p>\n

Sekiz y\u0131ll\u0131k ilk\u00f6\u011fretim s\u00fcrecinde T\u00fcrk\u00e7e \u00f6\u011fretiminden beklenen, \u00f6\u011frencinin okuma,dinleme\/izleme, konu\u015fma ve yazma becerilerini dilin kurallar\u0131na uygun olarak geli\u015ftirmesidir. Bir sonraki a\u015famay\u0131 olu\u015fturan orta\u00f6\u011fretim ise T\u00fcrk\u00e7e\u2019nin imkanlar\u0131 \u00e7ev\u00e7eresinde, tarihi s\u00fcre\u00e7te olu\u015fan edebi dilin geli\u015fimini, \u00f6zelliklerini ve \u00fcr\u00fcnlerini \u00f6\u011fretmeyi hedefler. Bu a\u00e7\u0131dan bak\u0131ld\u0131\u011f\u0131nda ilk\u00f6\u011fretimin 6, 7 ve 8. s\u0131n\u0131flar\u0131 bir ge\u00e7i\u015f d\u00f6nemi \u00f6zelli\u011fi g\u00f6sterir. \u00d6\u011frenci bu d\u00f6nemde, 1 ile 5. s\u0131n\u0131flarda \u00f6\u011frendiklerini, seviyesine uygun T\u00fcrk ve d\u00fcnya edebiyat\u0131n\u0131n se\u00e7kin \u00f6rnekleriyle geli\u015ftirir ve kendi anlam d\u00fcnyas\u0131n\u0131 yap\u0131land\u0131rmaya ba\u015flar. <\/p>\n

T\u00fcrk\u00e7e \u00f6\u011fretimi; Dinleme\/\u0130zleme, Konu\u015fma, Okuma, Yazma ve Dilbilgisi olmak \u00fczere be\u015f \u00f6\u011frenme alan\u0131ndan olu\u015fmaktad\u0131r.  Bu nedenle standart bir y\u0131ll\u0131k plan uygulanmas\u0131 m\u00fcmk\u00fcn de\u011fildir. Ancak T\u00fcrk\u00e7e dersi \u00f6\u011fretmenleri okutacaklar\u0131 metinlere g\u00f6re y\u0131ll\u0131k plan yapmaktad\u0131rlar. Dilbilgisine y\u00f6nelik kazan\u0131mlar ise s\u0131n\u0131f seviyesine g\u00f6re de\u011fi\u015fmekte olup bu kazan\u0131mlar\u0131n programda belirtilen s\u0131raya g\u00f6re verilmesi esast\u0131r. Bu \u00e7er\u00e7evede dilbilgisi kazan\u0131mlar\u0131n\u0131n y\u0131ll\u0131k bir plan dahilinde verilmesi m\u00fcmk\u00fcnd\u00fcr.<\/p>\n

G\u00fcn\u00fcm\u00fcz<\/strong><\/p>\n

Medya (Hele ki sosyal medya) ara\u00e7lar\u0131 ile ilgili yarat\u0131lan talepler, se\u00e7enekler ve bunlar\u0131n kullan\u0131m\u0131 son on y\u0131l i\u00e7erisinde b\u00fcy\u00fck de\u011fi\u015fikliler g\u00f6stermi\u015ftir. G\u00fcn\u00fcm\u00fcz toplumlar\u0131nda ileti\u015fim b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6rsel ve elektronik medya ara\u00e7lar\u0131 yoluyla ger\u00e7ekle\u015fmektedir. Veriler, bilgiler, hikayeler ve e\u011flence programlar\u0131 sorunsuz bir \u015fekilde her an her yerde eri\u015filebilir durumdad\u0131r. Karma\u015f\u0131k ileti\u015fim yap\u0131lar\u0131n\u0131n s\u00fcrd\u00fcr\u00fclebilirli\u011fi ve siyaset, ekonomi ve k\u00fclt\u00fcr alanlar\u0131ndaki faaliyetlerin i\u015flerli\u011fi i\u00e7in giderek daha yeni medya ara\u00e7lar\u0131na gereksinim duyulmaktad\u0131r. Yeni<\/p>\n

ara\u00e7lar, iletileri \u00f6zellikle resimler ve konu\u015fulan dil yoluyla aktarmaktad\u0131r. Bu nedenle g\u00f6rsel ara\u00e7lar \u00e7ocuklar taraf\u0131ndan, yaz\u0131l\u0131 ara\u00e7lara, yani \u00f6nce okurun kafas\u0131nda kendi hayal g\u00fcc\u00fc yard\u0131m\u0131yla resimlere d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi gereken i\u015faretlerle kodlanm\u0131\u015f bir dile g\u00f6re daha kolay anla\u015f\u0131labilmektedir. (Hayal Fabrikas\u0131 isimli projemize bak\u0131n\u0131z.)<\/p>\n

\u00c7izgi roman\u0131n e\u011fitsel boyutunu ele alan ve \u00e7izgi roman\u0131n bir ders arac\u0131 olarak kullan\u0131lmas\u0131n\u0131 \u00f6neren \u00e7al\u0131\u015fmalar, daha \u00e7ok sezgisel olarak geli\u015ftirilmi\u015ftir. \u00d6\u011fretmenlere, \u00e7izgi roman\u0131 derslerde kullanma konusunda yol g\u00f6sterecek, onlar\u0131 te\u015fvik edecek a\u00e7\u0131kl\u0131kta kavramlar ve yakla\u015f\u0131mlar bu zamana kadar ortaya konulmam\u0131\u015ft\u0131r. Ta ki bizim T\u00fcrkiye\u2019nin ilk ve tek \u00e7izgi roman okulunu kuruncaya dek. Daha ileri a\u015famada, T\u00fcrk\u00e7e derslerinin \u00f6\u011fretim ama\u00e7lar\u0131na uygun olarak hedeflenen kazan\u0131mlar\u0131n elde edilmesinde \u00e7izgi roman\u0131n se\u00e7imi i\u00e7in gerekli \u00f6l\u00e7\u00fctlerin de belirlenmesi gerekmektedir. Ki bu konuda da nacizane ortaya somut \u015feyler ortaya koyan yine biz olduk.<\/p>\n

Ne yaz\u0131k ki \u00fclkemizde bizim d\u0131\u015f\u0131m\u0131zda \u00e7izgi roman\u0131n e\u011fitsel bir araca d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesine dayanak olu\u015fturacak ve bu konuda \u00f6\u011fretmenlere yol g\u00f6sterir nitelikte ac\u0131k ve net bir y\u00f6ntem \u00f6nerisi koyacak kimse yoktur.   \u00d6\u011frencilerin \u00e7izgi romana kar\u015f\u0131 sergiledikleri ac\u0131k tutum, \u00e7izgi roman\u0131n e\u011fitim-\u00f6\u011fretimde bir ders arac\u0131 olarak geli\u015ftirilmesi ve kullan\u0131lmas\u0131 i\u00e7in \u00f6nemli ve olumlu bir \u00f6n \u015fart\u0131 yerine getirmektedir. E\u011fitim, ger\u00e7eklere odaklanmal\u0131d\u0131r. \u00d6\u011frencilerin \u00e7izgi roman ile kurduklar\u0131 olumlu ili\u015fki de bu ger\u00e7e\u011fin bir par\u00e7as\u0131d\u0131r.<\/p>\n

 <\/p>\n

AMA\u00c7<\/strong><\/p>\n

\u2022 Milli k\u00fclt\u00fcr de\u011ferlerimizi tan\u0131tmak ve bu alanda \u00f6\u011frencilerin milli markalar (oyunlar, \u00e7izgi film ve animasyon karakterleri, oyuncak fig\u00fcrleri vb.) olu\u015fturmalar\u0131na katk\u0131 sunmak ve gelecek nesillere bu k\u00fclt\u00fcr\u00fc aktarmak,<\/p>\n

\u2022 Medeniyetimizin tarihi ve k\u00fclt\u00fcrel miras\u0131ndan beslenen bireyler yeti\u015ftirmek,<\/p>\n

\u2022 \u00c7ocuklar\u0131n ve gen\u00e7lerin psikolojik ve sosyal geli\u015fimlerinde pop\u00fcler k\u00fclt\u00fcr\u00fcn, pop\u00fcler k\u00fclt\u00fcr i\u00e7inde de oyun, film, animasyon, \u00e7izgi film ve karakterlerinin \u00f6nemi sebebiyle bu alana y\u00f6nelik \u00fcretimler yapmalar\u0131na katk\u0131 sunmak,<\/p>\n

\u2022 \u00d6\u011frencilerin psikolojik geli\u015fimlerine katk\u0131 sa\u011flamak ve olumlu rol model edinmelerini yard\u0131mc\u0131 olmak,<\/p>\n

\u2022 \u00d6\u011frencilerde edebiyat, sinema, resim vb. k\u00fclt\u00fcrel ve sanatsal alanlara y\u00f6nelik ilgi ve fark\u0131ndal\u0131k olu\u015fturarak entelekt\u00fcel birikime sahip, k\u00fclt\u00fcre ve sanata merakl\u0131 \u00f6\u011frenciler yeti\u015fmesine katk\u0131 sa\u011flamak,<\/p>\n

\u2022 \u00d6\u011frencilerin T\u00fcrkiye ve d\u00fcnyadaki sanat ve edebiyattaki geli\u015fmelerden haberdar olmas\u0131n\u0131 sa\u011flamak,<\/p>\n

\u2022 \u00d6\u011frencilerin hayal g\u00fcc\u00fc, yarat\u0131c\u0131l\u0131k, yenilik\u00e7ilik ve problem \u00e7\u00f6zme gibi yeteneklerini ortaya koymalar\u0131na imk\u00e2n sa\u011flamak,<\/p>\n

\u2022 \u00d6\u011frencilerin \u00f6z g\u00fcven duygular\u0131n\u0131 desteklemek ve yeteneklerini ke\u015ffetmelerini sa\u011flamak,<\/p>\n

\u2022 \u00d6\u011frencilerin g\u00f6rsel zekalar\u0131n\u0131n geli\u015fmesine katk\u0131da bulunmak,<\/p>\n

\u2022 \u00d6\u011frencilerin okuma al\u0131\u015fkanl\u0131\u011f\u0131 ve k\u00fclt\u00fcr\u00fc kazanmalar\u0131na yard\u0131mc\u0131 olmak,<\/p>\n

\u2022 \u00d6\u011fretmen, \u00f6\u011frenci ve veli motivasyonunu artt\u0131rmak,<\/p>\n

\u2022 \u00d6\u011frenci ve \u00f6\u011fretmenlerin sosyal, k\u00fclt\u00fcrel ve ki\u015fisel geli\u015fimlerini sa\u011flamak,<\/p>\n

\u2022 \u00d6\u011frencilere milli ve manevi de\u011ferlerin kazand\u0131r\u0131lmas\u0131n\u0131 sa\u011flamak,<\/p>\n

\u2022 \u00d6\u011frenciler i\u00e7in \u0130nternet ve sosyal medya d\u0131\u015f\u0131nda kendilerini ger\u00e7ekle\u015ftirebilecek bir alan olu\u015fturma,<\/p>\n

\u2022 \u00d6\u011frencilerin \u00c7izgi Roman Okulu ile ortak ger\u00e7ekle\u015ftirece\u011fi faaliyetlerle kurum k\u00fclt\u00fcr\u00fcn\u00fc geli\u015ftirerek okula uyumlar\u0131n\u0131 sa\u011flay\u0131p, aidiyetlerini artt\u0131rmak,<\/p>\n

\u2022 Okuma ve yazma k\u00fclt\u00fcr\u00fcn\u00fc destekleyip, \u00f6\u011frencilerin yazma becerilerini geli\u015ftirmek,<\/p>\n

\u2022 \u00d6\u011frencilerin resim \u00e7izme teknikleri ile kendilerini ifade etme yollar\u0131n\u0131 sa\u011flamak,<\/p>\n

\u2022 Edebiyat, resim ve \u00e7izgi roman alan\u0131nda uzman ki\u015filerle \u00f6\u011frencileri bulu\u015fturmak; onlar\u0131n bilgi, birikim ve tecr\u00fcbelerinden faydalanmalar\u0131n\u0131 sa\u011flamak.<\/p>\n

FEHM\u0130 DEM\u0130RBA\u011e<\/strong><\/p>\n

\"HEROT\u00dcRK\"Herot\u00fcrk\"Herot\u00fcrk\"\u0130stanbul\"Demirba\u011f<\/p>\n<\/div>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

\u0130\u00e7inde bulundu\u011fumuz \u00e7a\u011fda g\u00f6rselli\u011fin, \u00f6zellikle de medya yoluyla g\u00fcnl\u00fck ya\u015fam\u0131 ku\u015fatan bir hakimiyeti s\u00f6z konusudur….<\/p>\n","protected":false},"author":8,"featured_media":191,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"om_disable_all_campaigns":false,"_uag_custom_page_level_css":"","ngg_post_thumbnail":0,"footnotes":""},"categories":[15,153],"tags":[],"ppma_author":[379],"class_list":["post-178","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-edebiyat","category-fehmi"],"yoast_head":"\nNEDEN \u00c7\u0130ZG\u0130 ROMAN - simurgedebiyat.com<\/title>\n<meta name=\"robots\" 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