Abstract
AN EVALUATION OF THE PRIMARY SCHOOL ACQUISITIONS OF VISUAL ARTS COURSE ACCORDING TO REVISED BLOOM TAXONOMY
The purpose of this study is to investigate how the primary school acquisitions of the renewed visual arts curriculum by 2018 will be distributed in accordance with the revised Bloom Taxonomy. In this study, document analysis method which is one of the qualitative research approaches is used. For this purpose, 65 primary school acquisitions included in the Visual Arts Course Curriculum published by the Board of Education and Discipline in 2018 constitute the data of the research. The acquisitions in the Visual Arts Curriculum are differentiated according to the cognitive and affective domain categories of the Revised Bloom Taxonomy and they were quantified, and the relationships were evaluated by taking the percentage and frequency values into consideration. Of the 65 primary school acquisitions in the visual arts curriculum, it was determined that 13 were in the affective domain and 51 were in cognitive domain. Cognitive acquisitions were analyzed in accordance with the knowledge and cognitive process dimension of the Revised Bloom Taxonomy. As a result, according to renovated Bloom Taxonomy, it is found that affective acquisitions support cognitive acquisitions and take place at an appropriate rate. It can be said that cognitive domain acquisitions are generally placed in the scientific process dimension in order to realize the acquisitions in the create dimension and can realize the specific aims of the program. In addition, the fact that there is no acquisition in the create dimension of the 2nd grade and in the evaluate dimension of the 1st and 4th grade is considered to be an important deficiency.
Keywords
Visual Art Education, Primary School Acquisitions, Revised Bloom Taxonomy.