Evaluation of the process of acquiring aesthetic sensitivity field skills in the visual arts curriculum on the basis of teacher opinion

Art education is one of the fields that enable individuals to see their environment better, to connect with the society and the outside world, and to evaluate their sensitivity to the environment from an aesthetic point of view. The fact that there has not been a study in the literature dealing with the field skill of aesthetic sensitivity, which is included in the objectives of the Visual Arts Curriculum, has made this necessary. The problem in this context is "What is the overview of the aesthetic industrial field skills found in visual arts teaching?" as limited. The aim of the research is to reduce the understanding of teaching by gaining aesthetic sensitive area skills in the Ministry of National Education 2018 Visual Arts Curriculum (Primary and Secondary School 1-8). In the field research, it was seen that the resources related to the subject varied, and other studies were found on the application of the skills in the learning areas in the visual arts curriculum and the place and importance of these skill areas in our lives. In this research; Based on his views on the process of gaining aesthetic sensitivity field skill, which is included in the secondary school visual arts curriculum. The 'Teacher Interview Form', which is a data collection tool, was prepared by the researcher and presented to expert opinions. In the development of the Teacher Interview Form, the 2018 MEB Visual Arts Lesson (Primary and Secondary School 1-8) Curriculum was used. In consultation with experts in the field of Visual Arts Education and Educational Sciences, a semi-structured interview form consisting of 5 open-ended questions was created by making corrections in the light of the recommendations made in terms of clear, understandable and appropriateness of the questions in the form to the scope of the research. The universe of the research consists of teachers working under the Ministry of National Education, and the study group consists of 15 visual arts lesson teachers working in secondary schools affiliated to the Ministry of National Education in the province of Konya in the 2021-2022 academic year. As a result of the research, it has been determined that there are difficulties in the process of acquiring aesthetic sensitivity field skills. It has emerged as a result that the teachers' aesthetic sensitivity skills do not attract enough attention in the program. Thus, it has been concluded that aesthetic sensitivity field skills should be given a more detailed place in the program. It has been determined that both traditional and contemporary materials are used in the process of acquiring aesthetic sensitivity field skills. In the process of acquiring aesthetic sensitivity field skills, it turns out that the analysis of works of art, which is in the category of activities for art criticism, and a virtual museum trip, which is in the category of activities conducted in a digital environment, were made as a result. Evaluations have been made in the light of the research data and it is the basis for the future researches. Keywords: Visual Arts Lesson, Visual Arts Lesson Curriculum, Aesthetic Sensitivity