آموزش هنر

The purpose of this research is to design an art curriculum model based on the interaction of students with the police,as well as to identify effective learning activities to increase these interactions.

This research has used a mixed method and a qualitative approach of grounded theory and a descriptive-survey quantitative approach.The scope of the research in the qualitative part was26expert and experienced teachers were purposefully selected in a snowball type, and in the quantitative part,there were310teachers and educational officials of the elementary school in Shiraz, were selected randomly.The tool of the quantitative part of the researcher-made questionnaire was27questions,the validity of which was confirmed by9subject experts and its reliability was confirmed with alpha(0.96).In the qualitative part Data analysis with Strauss-Corbin method and in the quantitative part Friedman test and one-sample t-test were used.

After analyzing the text of the interviews and coding its components,43open codes,13central codes, and5 selective codes were extracted.In addition,27learning activities were identified,which were used for the purpose of quantitative tools.The results of the quantitative part showed that from the teachers' point of view,all the identified learning activities are important in increasing these interactions. performing the show and embodying the sacrifices,using poetry and music,inviting the police to attend the class they were ranked first to third.

The results of the quantitative part of the research indicate that the activities that require sufficient budget,infrastructure and time are ranked last.In addition,the curriculum model presented in this research shows the effective factors in the implementation of the curriculum and its expected consequences.

The present study aimed to identify the life experiences of the teachers with regard to the status of teaching art in multigrade classes through phenomenological approach. The participants were teachers of multigrade elementary classes in Chaharmahal and Bakhtiari Province, Iran. The data were analyzed via Corbin and Strauss method. Data analysis led to the emergence of 2091 open codes, which were classified into four main categories: drawing, crafts, literature, and performance arts. The axial code of “teacher and students’ participatory role in the process of teaching” had the highest frequency in graphic arts, performance arts, and literature while the axial code of “mixing craft arts with different lessons” had the highest frequency in crafts. Finally, the research findings implied that teachers did not place the same amount of importance for different types of art in multigrade classes. Therefore, it is suggested that principals of multigrade schools explain the importance of teaching and attending to different types of art to teachers through holding in-service training courses.

The purpose of the current research is to design an art education model based on Islamic Upbringing in elementary school. To achieve this goal, amixed approach and Q-method have been used. A semi-structured interview was conducted with 15 experienced elementary school teachers in Fars province to collect information using the purposeful sampling method. The criterion for selecting the number of samples was datasaturation. In the secondpart, the help of 27 experienced teacher was taken on order to score the Q option that were derived from the qualitative results. The collected data were analyzed and clustered with the Q factor analysis method and introduced art education based on Islamic Upbringing with 5 factors, wich include 20 educational activities, 11 teaching methods, 27 goals of teaching art based on Islamic Upbringing, 18 cases of educational deficiency and 12 solutions to improve the quality of art education based on Islamic education; the results of the research showed that in the elementary school, IslamicUpbringing with the integration of art was not given much attention and suffered from many weaknesses and deficiencies. By representing and highliting the existing reality, this model will be able to strengthen the Islamic- Iranian identity in students and provide a comprehensive perspectiveon what should be achieved through art in the field of Islamic Upbringing.

According to the views of education experts, aesthetic experience and understanding of art is a vital part of a flourishing life. The main purpose of this research is to investigate the role of aesthetic experience in children's education. To achieve this goal, the first step is to defend the necessity of aesthetic education for children based on the analysis of existing philosophical justifications. For this purpose, the descriptive-analytical research method has been used. Several philosophical justifications have been proposed for the necessity of aesthetic education, whose critical evaluation shows that the only answer is based on aesthetic experience, which makes it possible to defend art based on its distinctive value. Therefore, aesthetic education for children can be taken as justifiable and necessary independent of art's contribution to expression and its role in moral promotion. This is because the aesthetic experience and understanding of art is a vital component in flourishing life, and being exposed to the aesthetic experience opens up ways for human growth that no other type of experience can do. The findings of this research indicate that even if art education does not lead to innovation and improved skills that can be measured with quantitative methods, it should have an important place in schools and curricula. A curriculum without aesthetic training and proper appreciation for the arts ignores our goal of raising flourishing human beings worthy of meaningful aesthetic experiences. Also, aesthetic education should not be limited to people and subject-matters, but should cover the entire curriculum.

In the present study, the effect of art education on creativity and the power of analysis and learning of elementary students from the perspective of teachers and principals was investigated in the form of a causal model.

The statistical population of this research composed of teachers and principals of the first to sixth grade girls' schools in Bojnord city, in the academic year of 2020-2021, as 705 people, among which 254 people were selected by simple random sampling method. The data collection tool was a researcher-made questionnaire. After confirmation of validity by experts in this field, the total reliability of the questions was calculated to be 0.89. Data analysis was performed through processing and structural modeling using SPSS26 and Amos24 softwares in two descriptive and inferential sections.

The results of direct relations between the research variables in the proposed model indicated that in the whole sample all path coefficients were statistically significant.

 Also, in the final research model, art education has a positive and significant effect on the power of analysis, creativity and learning.

Philosophy for children is one of the best ways to promote children's thinking, and when combined with art discussion, it actually involves a combination of cognition and emotion. The elementary school curriculums try to help students pay attention to the beautiful aspects of the phenomena around them by stimulating their aesthetic sense. Therefore, the teaching method which are used by elementary school teachers can be very effective in students' engagement levels. The main objective of this study was to investigate the effect of teaching art through philosophy for children on Iranian elementary school students' aesthetics thinking and drawing scores. In line with this objective, the study was to investigate if there were any significant differences between students in art classes who were taught based on various teaching methods in their aesthetic thinking and drawing scores. This study was done by adopting a semi-experimental pretest-posttest control group design. The study population included all girl fourth graders in Shiraz, Iran. Of the study population, 106 fourth graders were selected as the participants of this study by using a typical sampling strategy. Accordingly, three student groups, i.e. two experimental groups and one control group, took part in this study. In one of the experimental groups, art was taught by the use of philosophy for children method, and in the other experimental group, art was taught by using an explanatory method. The control group students were also taught through the use of conventional methods of teaching. Then, Parson’s exam for aesthetic thinking (1994) and students' drawing scores, given by the teacher, were considered as the research instruments of this study. Data analysis showed that students who were taught by using philosophy for children had a significant increase in their levels of aesthetic thinking in the written section, as compared to the other experimental group, and in the oralsection, as compared to the control group, of the exam. Furthermore, as the expert scorer showed, total drawing scores of students who were taught based on philosophy for children were significantly higher than those of the other two groups. This group of students were also better at drawings in terms of such visual components of their works as content, form, and color. No statistically significant difference, however, was observed between students who were taught based on the explanatory method and those who were taught based on the conventional methods of teaching in terms of total scores and quality of their works. As the results of this study indicated, students who were taught based on philosophy for children had a better performance in their art classes than the other two groups of students.The overall results of the present study also showed the use of philosophy for children in art classes can increase students' level of aesthetic thinking. Vygotsky's believes that dialogue is a form of social thinking and as students decode and discover ideas through speaking, they can actively support their own learning and that of others. In other words, language can improve the quality of thinking. Based on Vygotsky's socio-cultural theory, child's cognitive development takes place through his interaction with those adults or peers who are more knowledgeable than him/her. In this study, language played a mediating role in expressing and sharing thoughts with others. Concerning the group who were taught based on philosophy for children, students had more verbal, philosophical, and critical interactions. This led to an improvement in quality of their aesthetic thinking. Therefore, it can be concluded that not only can the use of philosophy for teaching children in art classes improve students' drawing scores, but also it can positively affect their aesthetic perception.

The aim of this study was to evaluate the effectiveness of art education based on the three methods of participatory teaching, rhetoric, and brainstorming on the artistic education of eighth grade students using a quasi-experimental method. The statistical population included all eighth grade students in Ramsar from which 60 individuals were selected by cluster random sampling. Art education based on participatory teaching, rhetoric and brainstorming was performed on students' art education in eight sessions of 90 minutes. The participants answered the artistic training questionnaire with an estimated reliability of 0.08. The data obtained from the study were analyzed using descriptive and inferential statistics (analysis of covariance). There was a significant difference between each of the three teaching methods and the components of art education were found to have a separate and different effect. The participatory teaching method with an average of 2.98 has had the greatest impact on art education, and the method of teaching brainstorming with a mean score of 2.95 and the method of teaching rhetoric with a mean score of 2.89 ranked second and third respectively. The findings showed that the field of art production has been dealt with in the existing curriculum of art education in middle school. Nevertheless, the areas of criticism of art, history of art, and aesthetics are not sufficiently taken care of in the current curriculum for middle school art education.

Art education is one of the basic functions of the educational system. However, today, art doesn’t have a proper place in Iranian curricula and art education is not taken seriously. Therefore, the purpose of this study was to investigate the effects of arts education on artistic education approach to interest in arts and love of learning in students. The study population consisted of 44 elementary school male students in Yazd (Iran) and the final sample included 44 students divided into two groups of 22 students who were selected by alternative random sampling. The questionnaires of interest in lesson (CIS) and love of learning were employed to collect the data. The reliabilities of the questionnaires were 0.93 and 0.76 which were calculated based on Cronbach's alpha coefficient. The results also showed that art education with the approach of artistic education increased the interest in art lesson in students and also had a significant effect on their love of learning.

The present paper aims to review the curriculum of arts education in the elementary period from the viewpoint of the teachers of the city in elementary schools. To achieve this goal, the phenomenological method has been used. The community of this research is all primary school teachers in Mahabad city and is a sample of 15 elementary school teachers in this city. The method of sampling this study is purposeful. The present study tool is a semi-structured interview. related to the objectives of the curriculum of art education are as follows: 1 - Attention to the cognitive domain of the goals of art education 2- Attention to the emotional sphere of the purposes of art education 3 - Attention to the field of skill The goals of art education, On the content of the syllabus curriculum of the art of selected code 1- the use of natural effects of the student environment in the production of artistic education content 2 - observance of the principles governing the selection and organization of content in the production of painting content 3- observance of the principles governing the selection and organization of content in production Cultural content 4- Use of music content for art education 5 - Use of stories in the production of teaching art content and observance of the principles governing the selection and organization of content, On the teaching and learning methods of the arts curriculum in the elementary period, three elective codes or themes with the titles of

Deleuze is one of the prominent contemporary philosophers who has presented his ideas based on the creation of new concepts, and various thinkers have applied his theories in various dimensions of life. The present study has been done with this approach and its purpose is to clarify the four philosophical concepts of Deleuze and to extract implications for teaching art. The method of philosophical analysis has been chosen to analyze the four important philosophical concepts of Deleuze and Frankenna's model of practical analogy has been chosen to extract the allusions of Deleuze's philosophical concepts in art education. The findings indicates that immanence with ontological roots, rhizomes with epistemological roots, equal attention to body and mind with anthropological roots and achieving good with axiological roots are in rhizomatic and nested relationship. They are together and can have hints in art education, including the goals of the principles, methods and contents of art. A study of the findings shows that It is essential that Deleuze's concepts are not seen in isolation And the use of Deleuze's philosophical ideas in the field of education, including art education, can provide the basis for overcoming the mere emphasis on aesthetics.

Today, categorization is an attempt for achieving the correct definition and explanation of what is known as knowledge. But the problem is that sometimes the categorization basis would be more important than the categorization itself. The purpose of this paper was to achieve the correct basis of knowledge categorization and thereby this question would be answered: “what is the relationship between all kinds of known knowledge and the forgotten ones”? In this paper and in what follows, while drawing the crossover matrix of all knowledge-forming components, this issue has been considered that “visual knowledge” can be the neglected link which connects all types of knowledge and ensures the correct relationship among them. In fact, this knowledge can be considered as the space for combining the other types of knowledge. On the other hand, addressing the fourth type of knowledge would be an approach on the requirement of art teaching at schools; as it seems that visual knowledge can be considered more than any other discipline and program in the art curriculum.

The present study aimed to draw attentions toward the importance of art-based curriculum in order to promote indexes of teaching peace to learners. Arts education is an integral part of curriculums and greatly influence nurturing philanthropist and peaceful teachings to learners especially in their early years. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected historically. In this regard, scholars have taken analytical descriptive approaches toward studying art, arts education and the interaction between art and peace as an ethical merit in curriculum and have presented several suggestions to promote peace through arts education.