The aim of this research is to identify, practically and theoretically, the possible effects of both the practices in contemporary art based on metaphorical thought, and the studio class involving contemporary art, on the success of art education of pre-service visual art teachers. In this experimental research, one group pre-test/post-test design is used. The research was conducted on 13 students from the Gazi University Faculty of Education, Department of Art Education. The participants were 4th grade students enrolled in “Experimental Studio” course in the 2014-2015 autumn term. In this research, achievement test that is developed by the researcher, and the scoring rubric is used to collect data. Qualitative data, which has been acquired from the artworks, portfolios and feedback forms of students, is used to provide details for the quantitative data. In order to put forward the significance of the difference between the pre-test and post-test scores, t-test technique is used for the related samples. The experimental process has been completed in 15 weeks. First of all, current theoretical and practical knowledge of students in contemporary art context was determined in this process. Secondly, contemporary art practices were carried out by using metaphorical thought method. At the end of the research, a significant difference is evident in the pre-test and post-test scores between achievement test and artwork rating scale. The artworks and the portfolios is analyzed to determine if the participants has used visual metaphors in their artworks.
Keywords: Art Education, Contemporary Art, Metaphor, Metaphorical Thought, Visual Metaphor.