In this research, it is aimed to determine the experiences, opinions and solution suggestions of visual arts teachers regarding the visual arts course in the distance education process. The study was carried out with the voluntary participation of 65 Visual arts teachers in the 2020-2021 academic year. The data of the research were obtained through a semi-structured interview form prepared for teachers. This study, which aims to determine the experience of visual arts teachers in the distance education process and accordingly their views, was designed with a qualitative research method and was carried out with a phenomenological approach, one of the qualitative research methods, in terms of its suitability for the study. The data obtained from the study were analyzed through descriptive analysis. As a result of the analysis of the data, it was determined that the majority of the teachers were partially productive from the lesson, the students generally did not attend the lesson, only the students who were interested in the lesson and participated in the lesson carried out the activities, some of the gains were achieved by the teachers, and the methods they used varied according to the subject; In addition to this, it has been seen that one of the most preferred methods is the “Show-and-Make Method”, and the pencil technique is the most preferred technique. The main difficulties experienced by visual arts teachers during the distance education process were the lack of interaction, inability to practice, technical problems, lack of materials and students’ non-participation in the lesson. For the distance education process, teachers offered suggestions such as choosing studies suitable for distance education, using technology efficiently, keeping student motivation high, and providing parent support.
Keywords: Art education, Distance education, visual arts, motivation