To the acquirements of the primary school visual arts teaching program according to the views of teachers implementing the program

The present study aims to evaluate the acquirements of the Primary School Visual Arts Teaching Program conducted as a pilot study between the academic years of 2005-2006 and is still in progress according to the views of teachers implementing the program. The descriptive survey model is used in this study. The overall findings present that most of the participants are female teachers, most of the classes are consisted of 25 students or below, and majority of the teachers have in-service training about visual arts. The findings related with the realization level of the acquirements reveal that acquirements partly cover each other. Teachers believe that the course acquirements are designed in parallel with the overall purposes of the course whereas they think that time given to the acquirements is unsatisfactory. The findings related with the realization level of the acquirements and course content assert that acquirements overlap with the content and these acquirements lead students to be curious and do research about the things around them, and they provide students to have a better ability of expressing. The activities practiced by the students are obtained at the end of the learning-teaching process and these activities improve students? team working skills. The findings related with the realization level of the acquirements in the learning-teaching process divulge that teachers share the idea that the most improved skill is the communication skills of the students. On the other hand, they state that they find the statement dubious about the qualifications of the acquirement. They think that acquirements are not as qualified as to support students? attention and diligence. Teachers believe that acquirements support students? learning through experience. However, they affirm that the learning-teaching period is not sufficient for the acquisition of the acquirements and they respond the statement related with this as totally disagree. This can be considered as evidence that the course period is inadequate. Art Education, in other words, Visual Arts Teaching Program occupies a fundamental place in our education system in order to introduce kids to the society and to discover and develop their own skills. Though this study reveals that one class hour per week is insufficient to perceive and to practice the Visual Arts Teaching Course. Based on the findings, it is suggested that sufficient time and appropriate places should be allocated to the implementation of the Primary School Visual Arts Teaching Program; the purposes of the visual art course acquirements leading to implementation and real life practices should be critically considered; the class hours should be augmented in order to teach the importance of art education and the acquirements of the Visual Arts Teaching Program in real terms, the class hours of the Visual Arts Teaching Program should not be used for another purpose and the teachers giving this course should have degree in this field.