The emergence of art has historically been associated with the methods of desire to direct behavior, modify it and transform it to what pleases the group and then the society. For the survival of society and for the transfer of events and their inheritance through generations, the first forms of education were associated with art, so art is only the achievement of educational goals, Art Education has developed based on the thought of global culture, although it has been oscillating between changes in teaching and training, starting from the direction of drawing based on transfer (what was known as “hardship” and drawing from “simulated” models to the direction of drawing from imagination and theory Artistic expression and creativity, then the advent of the cognitive trend in teaching art education, which Barkan called for in 1963, which included teaching through four basic fields: art history, art criticism, aesthetics, artistic production, and what is now known as cognitive art education.

The strategy
The most important general objectives of the department are determined as follows:
1- Preparing the teacher of art education in the stages of pre-university education of all kinds and levels.
2- Preparing specialists in implementing and presenting programs for social development, youth care and special groups.
3- Preparing specialists in implementing and presenting aesthetic education programs.
4- Conducting scientific and field research in art and education magazines.
5- Conducting scientific and field research in the fields of arts and education.
6- Preparing training programs for workers in art education magazines at all levels
7- Giving technical advice to various bodies in the fields of art and artistic culture.