Abstract
Having been a part of visual culture from the 1960’s on, art entered a lingual and semiotic interchange with visual culture. Meaning and textual content started to come to the forefront in works. This situation makes it hard to make sense of and read Works of art in the art education process. Semiotics, a method concerned with meaning and manner of production and articulation of meaning, is thought to be likely to play a prominent role in processes of reading and teaching works of art in art education. In the study, the sign definition and approach of C.S. Pierce is taken as basis, the relationship of semiotics with the process of learning in education is examined, and the likely place and contributions of semiotics in art education are studied.
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