The historical development of visual artslesson in Turkey and stakeholders' perceptions and expectations towards visual arts education

In this research, the aim, content, process and evaluation of the visual arts lesson from the Republic to the present day are examined. The perception and expectations of visual arts teachers, students, parents, administrators, guidance teachers, prospective teachers, academicians, artists, art education writers and museum/gallery educators who are taken as visual arts education stakeholders are revealed. Mixed method model was used in the study. The visual arts lesson requires researchsince the era of the so-called painting or painting-craft Republic period. So this is a descriptive research. Qualitative research was carried out based on phenomonological pattern. Qualitative research methods; literature review of all kinds of printed and electronic publications was conducted, semi-structured interviews with 63 related people and on-site observations were conducted with 4 visual arts teachers. Observations and interviews were subjected to content analysis and the findings were obtained. An original perception scale and expectation scale were prepared and applied for visual arts education. After scoring the scales with the help of SPSS 22.0 program one-way analysis of variance (One-Way ANOVA) findings were obtained. Descriptive research explained the change of visual arts lesson in parallel with the innovations of the age. The analyzes show that the stakeholders' general perception of visual arts education; it was revealed that the aim was to improve hand skills, to develop imagination, and to provide the transfer of feelings and thoughts. In terms of expectations for visual arts education, it was revealed what stakeholders expect both from this education and from each other. The only thing that they all agree is that a visual arts teacher who does his job lovingly should provide this training. Moreover, that the visual arts class equips the students with technical skills; has 2 class hours a week; and is held in a classroom where students meet their needs for equipment facilely in accompany with music are among the primary expectations.