Abstract
This paper examines the effects of introducing dialogue into the conceptual process of lessons on subjects in the design area of the fine arts curriculum, as it is thought that dialogue can expand and deepen studentsʼ thinking. As a result of the examination, dialogue was found to contribute to the elimination of doubts and the determination of direction in situations where people have doubts or hesitations about their own designs or decisions during the planning process. In addition, when doing this, it was found that they did not uncritically adopt the suggestions of others gained from the dialogue but only adopted them if they judged that it would be beneficial to the work after examining them. Furthermore, the dialogue was seen as having the power to transform the theme in the studentsʼ conceptualization process. In particular, such tendencies were found to be particularly strong in students who had doubts about or were unable to make a decision about parts of the work where the direction of the work would be greatly affected.
