Views of secondary school visual arts teachers on the field of art criticism and aesthetics learning

The purpose of this study is to reveal the views of visual arts teachers regarding the art criticism and aesthetics learning area included in the middle school visual arts curriculum. As a significant component of art education, art criticism and aesthetics play a vital role in developing students' artistic perception, interpretation skills, and critical thinking abilities. In this context, understanding teachers' perspectives is important for evaluating the functionality of this learning area within the instructional process. The research was conducted using the case study method, one of the qualitative research designs. The participants of the study consisted of 11 visual arts teachers working in different provinces during the 2024–2025 academic year. Data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that teachers generally consider the art criticism and aesthetics learning area important, yet they believe it is not sufficiently addressed in the curriculum. Teachers also reported problems such as limited time, lack of materials, and challenges in assessment and evaluation. However, it was stated that activities related to art criticism and aesthetics increase students' awareness of art and improve their interpretation and critical thinking skills.