Özet:

In addition to the many functions of the Visual Arts course, with this course, the individual first discovers his own abilities, determines his place in society and realizes his own identity, then realizes the cultural values of the society in which he lives, distinguishes and respects different cultures. Therefore, the Visual Arts course is necessary not only for talented individuals, but for everyone. This idea has been included in the educational programs of many ordinary and widespread educational institutions that have been implemented and enforced in Turkey in the 2000s. In Turkey, such as Anadolu high schools as Imam Hatip Anadolu high schools, the Visual Arts course is also included in the programs as a selective and/or mandatory course. However, no research has been found on the content and nature of these courses. This research is important in terms of showing that the main teaching path that a teacher of the Visual Arts course, who is working at any Girl's Anatolian Imam Hatip High School, can be determined in an hour of course. The work group of the research completed according to the Educational Criticism and Status Study Model from Qualitative Research Methods is determined by 'Typical Status Exam' and 'Easy Accessible Status Exam'. A girl affiliated with the Ministry of Education of the Anadolu Imam Hatip High School, a class of only girls students has been placed in the analysis of the visual arts course and the interpretation of the results obtained by content and visual analysis. As data collection tools, class observation notes, video recording and 25 questions applied to the teacher have been used as a semi-configured conversation form. According to the findings obtained, the teaching path that the visual arts teacher mainly uses is that the functional and the teacher type is in the teacher model; the teaching method, by showing, and the application technique performed in the class is determined that the work in the mixed technique.

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