This study touches upon a missing aspect in art education periods that has existed for a long time in both theory and practice. This missing part is the state of generally prioritizing the style/technic dimension and pushing the meaning dimension into the background in art educations. Besides, there is no association between the surface technic and meaning (content) of an artwork. The technic of a real artwork is created as a whole with its meaning, which is not properly taken into consideration in art education processes. On the other hand, the essence-style relationship could be taught according to age levels from nursery school to higher education –even in the applications of students in theory. In this context, as well as art education curriculums, all curriculums should be rechecked. Because in the event that the technic and content of an artwork are conveyed to students as a whole, there will be a more permanent and efficient educational environment through contacting all other lessons and all themes in life. If they are carried into effect, art trainers and trainers of all other branches will start a new coordinated process.
Keywords: Visual Arts, Surface, Meaning