Özet:

As a result of the social movements, which have prevailed all around the world especially in the post-1960s era, active change particularly in all fields of social sciences has taken place. This change centralized education by means of a common way of movement. Although initiatives and discussions directed at education philosophies have taken effect in especially educational institutions so far, reconsidering them based on the different disciplines will determine the pace and direction of the reconstruction. This period, during which constructivist approach has gained importance in education sciences, comprises an uncertainty in terms of the penetration of the effects of postmodernism into education. Postmodernism has not only affected art but also the constructivist and post-constructivist approaches in the fields of education. Nowadays, these are the common questions of scientific researches for the different steps of arts education as well. The aim of this study is to be able to discuss the new international goals of arts education in order to make art education environments, which show parallelism with the artistic practices under the influence of post modernism, have constructions that can keep up with this change. When the literature composed of theoretical and methodological studies in the different steps of arts education is examined, many scientists/theoreticians that aim to increase the quality of education are encountered. Abovementioned change and interaction, which are tried to be grounded by using several international publications since the 1980s, are attempted to be explained in a way that presents the changing tendencies of arts education under the main topics and themes. Some of these themes are; postmodern art education, visual culture, multiculturalism and student as a micro narrative.

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