| Summary: | The purpose of this research was to explicate the criteria of recognition and proper encounter with art and its functions in education and then comparing and analyzing the content of 7th grade previous and new art textbooks, based on these criteria. Using an inductive approach, it became clear that the functions of art in education can be studied at three levels. The substantive level includes major art components, that is, creativity, impression and intelligence. The median level includes producing, criticizing and assessment. The derivative level includes components such as moral, social, religion and communicative education. At the second part of this paper, we pathologically analyzed the 7th grade art textbooks with regard to these levels and criteria, using a descriptive content analysis method. It became clear that the components of first and third levels had been ignored in the old textbooks. But in the new textbooks, this situation has been reversed. As a result, attention to the second level components has been ignored in the new textbook. Therefore, it is necessary to review the new textbook and to consider the second level components.
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