As an aesthetic problem kitsch in art education and art differentiation

This study evaluates the place of kitsch concept in art education in the triangle of art, aesthetics. Thus, in the light of the asthetics concept, which is one of the basic diciplines of Visual Art Education, the study defines kitsch admiration statement as a basic problem and semtinizes the delusion in art conception and kitsch admiration statement's position in art performances as a product of mass consumption culture.In the study, as Büyüköztürk states, "Figurative Research" method was used since it is a kind of fact, method, and orientation. "Figurative research defines the present situation. The most common method of it is the scanning work" (Büyüköztürk, 2010:21).The art education in question requires a careful emphasis on the difference among the kitsch objects which are tried to be formed through real art compositions. "The indecisive man of the consumption society in the present industrial age is faced with secereal dangers caused by this situation. The biggest of these dangers is a pleasure blindness which includes worthless products called kitsch by Germans.(...) Especially the lack of cultural level needed for reaching the logic of the new age has been the source of kitsch."(Turani, 2003). The 'permanency' condition including continuity in the sentence that "to create a permanent and pocked change of behaviour" in the definition of education which is one of the most important agents of accultration and the "temporariness, speed, and consumption" trilogy in the kitsch concept includes a contrary relation with art education as well as a real art work. However, it should be stated that the education pointed here is 'the real art education'. Both in practice and application, today's art education has been shallowing by pulling away from its main targets as well as failing to transcend protecting its presence as a name."Limiting art classes with the applications aiming at only handicraft or repeating the same methods and technics every year without considering child development and individual differences especially in primary education have turned art education into a meaningless activity rather than a traditional education and as such it is seen that the negative attitudes of children towards the teahcers and tendency to art classes has been increased. As a matter of course, in this case, art departs from its real aim. Because the main target of art education is to target for individual to grow up by having a searching, questionizing, open minded, dynamic point of view which provides him/her a mental, sensual, cognitive, and dynamic development."(Artut, 2002:2).Art education does not include kitschness in syllabus, yet the methods and approaches in practice are quite kitsch. The intention in kitsch for art education is related to that it is not given the required attention and as such it cannot be issued convenient to its essence and ain and it cannot realize its real targets.Key Words: Kitsch, Art Education, Aesthetics, Popular Culture-Consumption, Creativity, Pleasure, High-Low Culture.