Abstract:

The aim of this study is to determine the level of distribution of the primary school achievements of the Visual Arts course published in 2018 according to the levels of the renewed Bloom Taksonomy in the cognitive and sensory field. In the study, the method of document examination from the quality research approaches was used. For this purpose, the Visual Arts Course, which was published in 2018 by the Teaching Board, constitutes the data of the 65 primary school achievements of the research included in the Teaching Program. The achievements in the Visual Arts Curriculum are divided and quantified according to the levels of the cognitive and sensory field of the Innovated Bloom Taksonomy, and the relationships between them are assessed taking into account percentage and frequency values. 14 of the 65 primary school achievements included in the visual arts curriculum were in the sensory field, and 51 achievements were in the cognitive field. Cognitive achievements have been analyzed according to the information and the dimension of the cognitive processes of the Innovated Bloom Taksonomy. As a result, the class of visual arts has revealed that, according to the renewed Bloom Taksonomy, sensory achievements are part of the quality and adequate proportion of supporting cognitive achievements. It can be said that the achievements in the knowledge field are placed in the dimensions of the scientific process in the extent that they can the achievements in the creation stage in general and that they are able to the specific objectives of the program. In the first and second classes, especially in the first and fourth. The lack of a reward in the class is considered a significant deficit.

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