Having the students acquire critical skills in visual arts classes in primary scholls (a sample of kilim)

The social, economic and cultural mobility faced with the rapid developments and changes in today?s technology have activated education and hence art education. It is also inevitable that the fact of visual literacy, which is one of the goals of the art education, has come up as a result of the need to analyze and describe different cultural products mostly seen at bazaars. The danger of rapid relaying of the cultural values has led to make analysis of these values a priority and to give criticism education to the people who will read them. In this study, the concepts of criticism and art have been dwelled upon. The issue has been integrated by comparing symbol and image in conceptual terms.In the first part of the study, the problem has been analyzed, the need to study has been identified and conceptual information and definitions on the areas close to the problem have been included. Second section deals with the concepts of critics and art critics. The stages of critics are revealed and the etymological and correlational explanations are made for the ?symbol? and ?image? concepts which are referred to in the ?commenting? stage that is the most enjoyable part of the critics. Besides, definitions of art and art education and the viewpoints against these concepts are presented. Principles and elements of art are briefly explained. In the third section, information are given about the method used in the study and statistical techniques used in the collection and analysis of data. In the fourth part findings and comments have been included. In the fifth and sixth parts; discussion, evaluation, conclusion and recommendations have been given.Explanations on the importance of the issue of ?Carpet? chosen for implementation have been explained in the related part.Considering that cultural values are documents, which may also be utilized in the future, Carpet, which is one of the types of the Traditional Turkish Straight Hand Woven, has been used as the sample piece in order to give the 8th class students of primary school criticism skills through the method of multi-area art education.The findings obtained through quantitative data collection techniques used in implementation have been put into tables, compared and discussed. All the findings have been included in the conclusions part and recommendations have been given.