An Evaluation on Habitus in Visual Arts Education

Abstract

It is necessary to consider an examination that causes our interests, attitudes and behaviors towards art and makes the creation and consumption of art meaningful and understandable from different perspectives. The interaction between the elements of social structure and art is one of the areas that can be addressed in this sense. This situation requires a shift to a sociological point of view because it contains theoretical bases that will enable the examination. One of the theoretical structures that will enable a sociological examination is Pierre Bourdieu's concept of habitus. The concept of habitus represents our habits, tendencies, appreciations, etc. While thinking about our artistic tendencies, appreciations, behaviors and predispositions, the role and decisiveness of habitus emerge as an approach that we can use in theory. This study aims to try to explain the concept of habitus, which is mentioned with sociologist Pierre Bourdieu, in the context of Visual Arts Education. The research was created based on the literature review. Within the scope of the literature, the theoretical foundations of the concept of habitus have been explained and summarized, and the basic characteristics of habitus have been interpreted through art and visual arts education. Based on the findings of the research, the concept of habitus has emerged as a theoretical approach that will help art education researchers to make sense of artistic and educational behaviors and encourage them to think deeper about the subject.