Visual arts course in basic education provides children with the opportunity to acquire skills with different tools, but also serves to gain an artistic perspective at an early age, develop aesthetic perception and advance creativity.One of the environments that foster creativity in children is undoubtedly the learning environments where basic education takes place.The main purpose of this study is 2018 revised visual arts curriculum (1-4) is the examination of classroom outcomes in terms of creativity. The research is a qualitative study and carried out using the document review. The data source consists of the primary school visual lesson (1-4th grade) curriculum selected through purposeful sampling from the visual arts course (1-8th grade) curriculum revised in 2018. Descriptive analysis was used in the analysis of the data.The results obtained from the research determined that the primary school visual art curriculum is related to the creativity divergent thinking sub-dimension from the total (n=65) outcome (n=25).However, it found that the outcomes related to creativity gathered in the field of "Visual Communication and Formation learning, and the outcomes of the "cultural heritage and art criticism and aesthetics" learning fields are limited.Based on the results, it suggested to increase the number of achievements related to creativity in primary school visual arts course outcomes and distribute them homogeneously in learning areas.
|Subjects||Other Fields of Education|
|Early Pub Date||December 23, 2022|
|Publication Date||December 30, 2022|
|Published in Issue||Year 2022Volume: 6 Issue: 2|