Content design in fundamental art education

In this thesis answers for the questions about determination and designability of the contents of artworks have been obtained by a deductive method based on "propositional semantic theories" and analytical philosophy in order to reconstruct the fundamental art education courses according to contemporary requirements. This research aimed to create contemporary teaching technics, lesson plans, and programs by a design strategy which emphasize the content antecedent to the form. The constituents of contents of artworks have been proposed in terms of referents, possible worlds sets (intensions), Russellian contents and Fregean contents. The design process has been defined as a process of creating appropriate syntagms. The design principles are defined in terms of systematicity, productivity, substitution, rule to rule principle, primacy of words, Frege' s context principle and construction principle. Concepts and arguments of semantics, have been set, illustrated and explained on an intuitive basis and thus transposed to visual arts. It has been revealed how to reconstruct the Basic Design / Fundamental Art Education courses to improve the skills of students to produce contemporary artworks which have complex contents.