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    Dergimizin Mart 2021 sayısı yayımlanmıştır.

     

    TR DIZIN 2020 Etik Kriterleri  kapsamında, dergimize 2020 yılında gönderilen ve gönderilecek olan yayınlar için Etik Kurul Belgesi zorunlu olacaktır. Bu kapsamda etik kurul izni gerektiren çalışmalar için makalenin yöntem bölümünde ilgili Etik Kurul Onayı ile ilgili bilgilerin (kurul-tarih-sayı) yer verilmesi gerekecektir. Bu nedenle dergimize makale gönderimi yapacak olan aday yazarlarımızın ilgili kriteri göz önünde bulundurarak makalelerini düzenlemeleri önemle rica olunur.

     

     

     


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Abstract


UTILIZING POETRY LANGUAGE IN TEACHING OF THE THEMES: ÂŞIK VEYSEL EXAMPLE
Poetry, which can be written in almost every subject, whether it is in meter or free, single-stringed, or pages-full of sections, which takes its source from the power of emotions, is a type of writing that helps to create literary pleasure; as well as an educational tool that is effective in achieving an individual's positive behavior. As a matter of fact, poetry supports the correctness of this possible argument that has been shown among compulsory species in the Turkish Curriculum. In this study, the poems of Âşık Veysel were examined within the framework of the themes and sub-themes mentioned in the Turkish Curriculum. For this purpose, firstly the qualities of the poems that children can love can be emphasized and the appropriateness of the poems to these criteria was investigated. After that, it was tried to determine which themes and sub themes were processed in these poems. The data was obtained from Doğan Kaya's "Âşık Veysel" (2011), which contains all the poems of the poet. As a result of the research, it was seen that Âşık Veysel's poems had a feature which would support the whole of the themes (%100) determined in the Turkish Curriculum and a great majority of the sub-themes (%73.73) and contribute to poetry education and the love for poetry.

Keywords
Âşık Veysel, Turkish Curriculum, poems, themes and sub-themes.



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