Evaluation of Visual Arts Lesson Gains According to the Learning Steps of Cognitive, Affective Psychomotor Areas

Primary education (1-8 Grades) Visual Arts Instruction Schedule is a program built up and constituted by a commission composed of academicians and specialist teachers in their fields within the body of Ministry of National Education in year 2006 on the basis of “constructivist approach” philosophy of education. Instruction Schedule composed by three learning fields, whichever philosophy of education they serve for, they have to be incentive and feeding the gains of three fields evenly for cognitive, affective and psychomotor learning looked for in ethically and educational sciences and be appropriate for the particularity of the course. On the other hand, instruction schedule also should consider the requirements of the era. This studyhas been structured upon the research in which the teaching program is separated into cognitive, affective and psychomotor field skills and which has been previously published in the journal of National Education, issue number 190. What is targeted in this paper is, to classify and evaluate 1-8 grade gains of just structured instruction schedule within the boundaries of learning fields in accordance to cognitive, affective and psychomotor learning conditions.

Psychomotor Area: They are the features which require the coordination of the brain and muscles. This is the subject area of the questions, what to do, what to use and how much to use. In this stage, it is focused how to use muscles more effectively in a short time. Psychomotor area features are able to be measured easily and simultaneously. It is essential to check the affective area behavior markers for this. It consists of stimulation, making with a guide, making it a skill, customizing and creating stages.
Stimulation: This means making the body ready. It consists of perception and bodily setup stages. Making with a Guide: This stage contains making by imitating under the control of a teacher. The teacher must give each student a feedback. It is essential to give feedback immediately in order to prevent mislearnings.
Making It a Skill: This is to do something in the way it should be. If the student can do something well, it means that he is on this level. Here "well" means to do something at will, effectually (perfectly).
Customizing: This is to perform the learnt information and skills without difficulties after one or two tries.
Creating: This is the highest qualification. This is the level where special gifted people are.
1.2. What will we teach? We can classify the contribution of a specific subject to the individual's right into two groups. Attainments which will be gained from a study on a specific subject, can constitute to the works' base of the individuals who will specialize on this subject. However, it is useful to make people who will not specialize on this subject, gain, in other words education must involve gains and patterns which has wider target areas. In the aspect of content, it is possible to see that Visual Arts Instruction Schedule in Primary Education has been developed in three basic learning areas: 1.2.1. Figuration in Visual Arts: It is based on teaching and evaluating the organization according to the principles of art factors' artistic organization in the learning area which constitutes the base of this lesson with other learning areas (Peşkersoy ve Yıldırım, 2008, 12). In this respect, it can be said that psychomotor and cognitive processes have been considered more.

Culture of Visual
Arts: This learning area where it is aimed to teach some disciplines such as esthetics, art history and criticism of art, aims to develop affective skills more.

Museum Consciousness:
It can be said that Affective skills are cared more because it aims to develop a "consciousness" as it can be understood by its name. However, it is also a learning area which contains cognitive and psychomotor learnings because it develops an attitude towards the solution of the problem arising from knowing and understanding culture inheritance.
The attainments of this three learning areas will be separated as attainments aiming cognitive, affective and psychomotor learning with tables. It can be useful to summarize these learnings and their stages in the next chapter.
1.3. How Will We Teach? It is in the problem area of this stage to bring the student the aimed qualification by knowing the learning style of the student and using right techniques. For this, the most important point which must be accepted is to know that the person is "unique" and has original skills and considering this, similar unique techniques will be used. "Style is the general feature composed out of the person's constant tendencies and choices. Style has a feature which distinguishes the person from others, which is about working both intellectually and personally, belonging to him (Güven, 2004, 21). 1.4. How many of the aims are achieved? The important point here is to measure and evaluate if the student gained the habits which were supposed to be gained by him. Moreover, the obtained data and success of the student provide a feedback to improve the curriculum.

Procedure
This research is a descriptive study. Descriptive researches are generally made to enlighten a case, make evaluation according to standards and develop possible relations between incidents. In these kinds of researches, the aim is to describe and explain the case in dept (Çepni, 2007, 34). In this research, firstly, literature has been reviewed. Secondly, the attainments from visual arts lesson in primary education have been classified according to grades and cognitive, affective and psychomotor features. Finally, statistical data from these classes are obtained and interpreted. There are totally 21 attainments from the visual arts lesson on 1st grade of primary education. 6 of these attainments are in cognitive area, 10 of them are in affective area and 11 of them are in psychomotor area. When it is counted by percentages, it is seen that 28% of the attainments are in cognitive area, 47% of them are in affective area and 52% of them are in psychomotor area. As it is seen in the table, an attainment can have more than one area skill. There are totally 19 attainments from the visual arts lesson on the 2nd grade of primary education. 10 of these attainments are in cognitive area, 11 of them are in affective area and 11 of them are in psychomotor area. When it is counted by percentages, it is seen that 52% of the attainments are in cognitive area, 57% of them are in affective area and 57% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill. There are totally 24 attainments from the visual arts lesson on the 3rd grade of primary education. 15 of these attainments are in cognitive area, 6 of them are in affective area and 14 of them are in psychomotor area. When it is counted by percentages, it is seen that 62% of the attainments are in cognitive area, 25% of them are in affective area and 58% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill. There are totally 26 attainments from the visual arts lesson on the 4th grade of primary education. 17 of these attainments are in cognitive area, 7 of them are in affective area and 7 of them are in psychomotor area. When it is counted by percentages, it is seen that 65% of the attainments are in cognitive area, 26% of them are in affective area and 26% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill. There are totally 22 attainments from the visual arts lesson on the 5th grade of primary education. 11 of these attainments are in cognitive area, 9 of them are in affective area and 11 of them are in psychomotor area. When it is counted by percentages, it is seen that 50% of the attainments are in cognitive area, 40% of them are in affective area and 50% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill. There are totally 23 attainments from the visual arts lesson on the 6th grade of primary education. 14 of these attainments are in cognitive area, 10 of them are in affective area and 11 of them are in psychomotor area. When it is counted by percentages, it is seen that 60% of the attainments are in cognitive area, 43% of them are in affective area and 47% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill.

Classification of the Attainments from Visual Arts Lesson on 7th Grade
There are totally 30 attainments from the visual arts lesson on the 7th grade of primary education. 17 of these attainments are in cognitive area, 14 of them are in affective area and 9 of them are in psychomotor area. When it is counted by percentages, it is seen that 56% of the attainments are in cognitive area, 46% of them are in affective area and 30% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill. There are totally 27 attainments from the visual arts lesson on the 8th grade of primary education. 15 of these attainments are in cognitive area, 11 of them are in affective area and 13 of them are in psychomotor area. When it is counted by percentages, it is seen that 55% of the attainments are in cognitive area, 40% of them are in affective area and 48% of them are in psychomotor area. The attainments which were shown in bold can have more than one area skill.

Conclusion and Suggestions
It gas confirmed that there are attainments for bringing cognitive, affective and psychomotor area skills in every levels from 1st grade to 8th grade in Primary Education (1-8. Grades) Visual Arts Curriculum. It has been seen that attainments include more than one skill in every level. This means that the written attainment can be stimulant to cognitive, psychomotor and affective skills at the same time. This situation is thought as a feature which makes planning the education of the student for a teacher and motivates the student for the lesson. It is seen that the attainments on the 1st grade are focused on teaching the psychomotor skills with a suitable qualification of "learning by living/doing" considering the skills and attention time of the student during the lesson. Besides, it is conspicuous that the number of attainment for affective learning is pretty much. If we consider that affective skills are the skill which is difficult to bring, it is the most important one among the skills and habits which are aimed to be brought beginning from 1st grade. When the distribution of the attainments on 2nd and 3rd grades are analyzed, it is possible to see that targets for bringing cognitive, affective and psychomotor skills are close to each other and at equal rates. Additionally, it is seen that cognitive skills are also regarded conspicuously and the attainments in this qualification are concentrated on. When gains on 4th grade are examined, it is remarkable that the number of the gains consisting affective skills is decreasing. It can be said that a suitable ad-justment for primary school students who are 11-12 years old, has been made. As it is known, children at these ages start to tell their opinions about the world. "They start to prefer political preferences and make positive or negative notices by evaluating the events. Because their mental developments are ready for abstract procedures. Making comments and judgments beyond concrete situations are a kind of trial move in the middle childhood". (Bacanlı, 2002, p. 49). It is a necessity for children whose cognitive processes are on, to have these gains which equalize these processes affectively. In this respect, the number of the attainments for improving the affective skills on the 4th grade of Primary Education Visual Arts Lesson Curriculum can be increased. When the 5th, 6th and the 8th grades are considered, it is possible to say that attainments in cognitive, affective and psychomotor areas are more balanced and in equal amounts.
In the gains on the 7th grade, there is a remarkable decrease in the number of psychomotor skills and attainment which will support their learning. It is seen that the significance is distributed equally in cognitive and affective areas. It is known that the most frequent behaviors of this period in which students start to discover their bodies, is uncontrollable situations such as cumbersomeness and clumsiness etc. When the wished result cannot be obtained, psychomotor learning skills which are thought to put pressure on the student are neglected in this stage considering the student's growth duty. Nevertheless, the number of these attainments aiming to teach the psychomotor skills can be increased in a more balanced way with the others. The results of this research show that it is determined that attainments including the targets aiming generally cognitive, affective and psychomotor areas in Primary Education Visual Arts Lesson Schedule are suitable for growth duties in every areas.