Teaching portrait in Art lessons varies according to the methods and techniques, teacher’s profile, working environmet and student’s profile. In this study, what is aimed is to determine the teaching techniques for portrait, teacher’s movement area, the physical definition of classroom and the dominant teaching method and t oto associate it with the teacher and student. For the lesson that is determined for research, an observation and research study has been done in a secondary school in Aksu/Antalya. The lesson was recorded and in order to be analyzed, it was observed by Educational Criticism model. In addition, for “Typical Case Sampling”, a teacher and 7th grade students were determined.bThe data in the research was acquired from the recording of the lesson, visual and written document, the interview with the teacher and and the observation. In this study, Educational Criticism model has been used and the determination of the presentation of teacher and the teaching methods has been aimed. We can see that the teacher was able to spend enough time with every student since the number of students was not many. The art lesson was also chosen as an elective course so the art lessons became a three-hour-lesson instead of only one. We can see that the subject can be tought easily if there is more time. In this study, how teacher profiles and the teaching method effect student’s learning and their attitude towards the lesson can be seen clearly.

Keywords: Art education, teacher, student, school