Abstract:

The aim of this study is to explore how the renewed Visual Arts curriculum will show a distribution of high school achievements according to the renewed Bloom Taksonomy. In this study, the quality research approach, which shows perceptions and events realistic and integral in the natural environment, which uses quality data collection tools such as interview, observation, document review, and document review as a data collection tool. The results of the program have been examined in two stages. First, all the achievements included in the curriculum were tried to be achieved to a common judgment by the researcher, a field expert and a program development specialist individually and discussing the differences between individual results. The expert assessment was subsequently performed in the form of oral panels. The panels continued until all the achievements were agreed. As a result, when we study the high school achievements included in the classroom of visual arts, according to the renewed Bloom Taksonomy, we have found that the stages in which the achievements are included generally can contribute to the next stage and be formed in such a way that the student can be brought to the final goal. But the achievements in the sensual field were not sufficient compared to all achievements and the lack of an achievement in the knowledge stage of the facts in which the knowledge of the specific terms of the field was included was considered a significant lack.