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Erinç, Sıtkı M., Sanat Sosyolojisi, Ütopya Yayınevi, Ankara, 2009, 106.

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Education through Arts for Arts

1Doğuş University, Faculty of Arts and Design, Istanbul, Turkey

American Journal of Educational Research. 2015, Vol. 3 No. 9, 1068-1071
DOI: 10.12691/education-3-9-1
Copyright © 2015 Science and Education Publishing

Cite this paper:
Ayşe Özel. Education through Arts for Arts. American Journal of Educational Research. 2015; 3(9):1068-1071. doi: 10.12691/education-3-9-1.

Correspondence to: Ayşe  Özel, Doğuş University, Faculty of Arts and Design, Istanbul, Turkey. Email:


Throughout the ages, humanity has regarded fine arts as an indispensable means to develop, enrich and strengthen itself and its society and utilized arts, intentionally and unintentionally, to transmit cultural accumulation. The history of civilizations of societies is also the history of arts. The concept of art originates to the existence of humankind and has always existed in the history of the humankind and served him as an ornament, or a medium to distribute a language or a religion, or as an investment area, or was generated for itself. As civilization developed, a new concept of education was generated: the concept of Art Education. The importance of art education stems from the element of creativity. Creativity is explained as a type of talent that is more and more valued and sought after in life because creative behavior is directly associated with development and modernization of societies in every field and profession. Therefore, in order for art education to achieve its goals, the fundamental principle must be designated well. This principle is creation rather than imitation. The concept of art education gained currency after the Industrial Revolution; and the fundamental element of creativity and freedom in arts was regarded as a solution to the problems of mechanization and monotony. Therefore, art was assumed as one of the basic means of training "enlightened people."