The evaluation of the courses and course contents in the art history education in tertiary education

The Evaluation of the Courses and Course Contents in the Art History Education in Tertiary Education In the present study, the process of education given in the departments of Art History under the faculties of literature located in Turkey has been examined from the establishment of the republic to today. To this aim, the programs and the contents of the Art History departments applied in 2014-2015 Academic Year were examined since these programs and their contents could be changed in each year. In light of the data obtained, the course names and the contents of the Art History Curriculum were examined. The Scanning method was used in this study. According to the literature review results the situation of the Art History Education in Turkey was revealed. The curriculum programs and the course contents were taken from the Bologna Information Packs (Course Information Packages) of the universities. İn the study, the curriculum and the schedules of 32 the departments of art history which have students ot the turkish universities and continue their educationwere evaluated. Tables were formed from the data of course curriculum and the contents. Based on the findings derived from the tables, the names of the courses in the curriculum and their contents were evaluated comparatively. The aim of this study is to reveal the recent situation of the Art Education at the Tertiary level with its development in Turkey; to reveal the process of same art branch given with the different course names and the contents; to create a common course curriculum to be taught in the Art History Departments and to find out possible solutions that can be derived from this new common program. To make the study more understandable and to put it on a scientific basis the concepts related to Art History Education in Turkish Education System, the description of the Art History, the beneficial sub disciplinary braches to Art History Education (art appraisal, sociology, anthropology, aesthetics, art criticism etc..) and the relationship between these two components and the concept of art education were explained. According to the results revealed from the study, although there is an increase in the number of departments in the tertiary level about Art History Education, it is concluded that an adequate place is not given to Art History Education at lower level education as well as art historians. Since there is not a common curricula program at the tertiary level about Art History Education set by the Higher Education Council (HEC-YÖK) each Art History Education Department sets and follows their own curriculum program. When the comparison done in relation to Art History Programs' curriculum excluding the selective courses, it is determined that there are too many must courses. The course mismatches and the differences in the course contents can be problematic for the students who change their departments by Farabi Student Transformation or transformation. It is observed that different course names used for the same art branch course instead is using a common course name. The variation in the course names can cause to misunderstanding and mismatch in relation to both for the concept and the courses among the departments. It is observed that courses related to architecture are more common than other courses related to Art History in the Art History Departments. It can be said that there is not enough attention for Archaeology, Museology, Crafts, numismatics, epigraphy and Photography courses. It is observed that there is not adequate place for the computer aided technical studies in the programs. However, these courses are handled in technical drawing courses and survey courses in the traditional way of hand drawings. In the Seljuk Art, Islamic Art, and European Art courses architecture, painting, sculpture, art and crafts issues should be given. However, it is only architecture knowledge given in such courses. The aims and the studies on the Art History Education can be affected negatively when the course contents are not appropriately qualified according to the aims. It is predicted that the graduates can have difficulties in their profession when there are contents that mismatch with the aims and objectives. A common curriculum program can be set for the Art History Departments and the contents can be updated. The results of this study can be used in the development of Art Education History at all levels of national education in Turkey. Key Words: Art, Art Education, Art History,Art History Education, Curriculum of Art History