With the change in the perspective towards people in education, the effects of psychological factors on education and trainers have started to be discussed, and this has led to the emergence of new supervision models based on human relations. The Artistic Supervision model introduced by Eisner to the literature is one of them. In this study, the definition, purpose, basic principles and applicability of the artistic supervsion model in the Turkish Education System are discussed. The study was carried out in the descriptive research model. In the study, national and international researches on artistic supervision are included. In this context, the researches included in the study were limited to the studies on artistic supervision and scale development studies. Document analysis technique was used to collect the data of the study. Studies on artistic supervision have been examined within the scope of teaching as an art, evaluation of the education program and artistic supervision practices. Since the study was carried out in the descriptive scanning model, the views of the researchers on the applicability of artistic supervision were included in the discussion and conclusion part. The most important debate about the applicability of artistic supervision is how art should be evaluated in the teaching process. Whether teaching should be defined as an art or a science is one of the main elements in the discussion part. In addition, the role of the teacher in the artistic teaching process is an issue that should be considered within the scope of artistic supervision. In addition, the applied education program should support the artistic supervision process. School and classroom observations, which constitute another important element of artistic supervision, make the applicability of artistic supervision difficult. Actually, artistic supervision, being a more subjective process than scientific supervision, is based on repeated classroom observations whose applicability is difficult, so there is no example of the application. This situation causes the lack of sufficient number of application examples of the artistic supervision model, and therefore the artistic supervision model is not sufficiently included in the literature. Considering the increasing importance of concepts such as mentoring and coaching in the education system, the importance of the artistic supervision model is understood more clearly.