The aim of this study is to find out how the interdisciplinary approach model which is often used in the whole of the general education system and has positive results coincides with the gains in the 5, 6, 7 and 8th grade Visual Arts curriculum and whether the interdisciplinary approach was used by the relevant experts in preparing this program. For this reason, document analysis that one of the qualitative research methods was used in the research. In order to obtain the planned data, the gains and explanations in the 2018 Visual Arts lesson curriculum were presented as tables and reviews were carried out on them. As a result of the document analysis it was concluded that most of the gains in the curriculum were not in line with the interdisciplinary approach so the gains that involved were not fully successful in integrating the Visual Arts course with other disciplines in the general education system. Based on the obtained data it was observed that the gains in the Visual Arts curriculum were insufficient to support the interdisciplinary approach and especially the gains that planned for the field of ‘Visual Communication and Workshop’ learning area were quite insufficient in this regard. In addition, it has been seen that for interdisciplinary approach, the most appropriate area of this program is ‘Art Criticism and Aesthetics’ and the gains in this area are better suited to the interdisciplinary approach than in other areas. Based on the data obtained from this study, it was suggested that the Visual Arts curriculum should be revisited in accordance with the interdisciplinary approach so that students can go through a more qualified art education program and live their lifes as creative and original individuals with a multidimensional perspective.
Keywords:Visual arts, art education, interdisciplinary approach