A Comparative Analysis of the Colour Subject between Canada Saskatchewan State and Visual Arts Education Curriculum in Turkey

Meral Per Dabancalı


A deeper analysis of the art education curriculums applied in developed countries and treating specific subjects within these curriculums holds vital importance in allowing the production of alternative solution methods by providing the educators multiple perspectives in the face of problems concerning art education.

In present paper colour subject in Visual Arts Course curriculums applied in Canada Saskatchewan State and elementary & secondary education schools in Turkey have been compared and contrasted. According to the findings of current research, acquisitions related to colour teaching are exemplified elaborately under goal of Creative/Productive art education in Saskatchewan whilst in Turkey the same acquisitions are listed under a wider scope termed as Visual Communication and Formation learning domain. It has been identified that in Saskatchewan elementary school, students are provided with the basics of colour knowledge and in secondary level, students are motivated to knowingly apply the basic theoretical information acquired in primary school in their original works. It has been detected that colour subject in Turkish elementary curriculum draws parallelism to a great extend with the elementary education curriculum in Saskatchewan while secondary school art education curriculum in Turkey provides acquisitions mostly in 9th grade and in 10, 11 and 12th grades learnings acquired in 9th class are applied to art works.

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DOI: https://doi.org/10.11114/jets.v3i6.991


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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