Hidden curriculum in visual arts education

The unspoken type of curriculum through which values, attitudes, and skills are learned in schools beyond the formal curriculum is called the hidden curriculum. Through the hidden curriculum, students develop certain positive and negative traits in many classes. One example is the visual arts classes in schools. Through activities in visual arts classes and the projects shared in the school setting, students acquire many values and attitudes that extend beyond the official curriculum. This study primarily aims to identify the elements that comprise the hidden curriculum and to examine how these elements influence students. A qualitative research method was used in this study. The participants consisted of 8 schools located in the central district of Edirne, including both visual arts teachers and administrators working in these schools. Data was collected through semi-structured interviews with teachers and administrators, along with field observations. The data was analyzed qualitatively, revealing the hidden elements within the visual arts field, how these elements reflect on learners, and the responsibilities, roles, and suggestions for teachers and administrators regarding these aspects. The study found that schools implement various hidden curriculum activities such as exercises, classes, club workshops, out-of-school trips, exhibitions, competitions, and physical space arrangements. These activities have educational, sensory, and aesthetic impacts on learners. Administrators ensure the organization of these activities and sometimes collaborate with teachers. They play a vital role in establishing the hidden curriculum program. The results were discussed in light of the literature and relevant studies, resulting in various suggestions.