هنر

The present study was conducted with the aim of designing and validating the curriculum model of art mixed with humor in Iran's public education system using the data theory strategy of Strauss and Corbin (1990). The field of research included the professors and elites of Tabriz and Tehran universities, who were selected by purposeful sampling method and based on the principle of theoretical saturation, 11 people were selected from among the top experts with experience in the field of research. The research tool is a semi-structured interview, and the 4 criteria of Lincoln and Guba were used for the reliability of the data. The findings of the research in the form of the dimensions of the foundation's systematic design model, including causal conditions (2 main categories and 7 subcategories); Core category (1 main category and 5 subcategories); contextual factors (2 main categories and 4 subcategories); Intervening conditions (2 main categories and 7 subcategories); Strategies (3 main categories and 10 sub-categories) and consequences (2 main categories and 4 sub-categories) were categorized. Structural equation modeling and importance-performance matrix analysis were used to validate the desired model. In the importance-performance matrix, it was observed that the strategies are more important than the consequences of the art education model mixed with humor. Considering the results of the present research, it is recommended to formulate and approve a strategic plan regarding the teaching of art mixed with humor in the formal education system at the school level, as well as the holding of in-service training courses in the field of teaching art mixed with humor.

The purpose of the present study was to investigate the experiences of teachers about the place of art and the challenges of teaching it in the era of virtual education. The qualitative research design was descriptive phenomenological type. The participants of the research were 21 art teachers in the academic year 1401-1402, who were selected with a purposeful sampling approach. In-depth semi-structured interviews were used to collect research data. The method of data collection was semi-structured interview and the criteria of acceptability and reliability of qualitative data were used to measure the initial validity of the data. According to the analysis of the conducted interviews, three themes of position, challenge and solution were extracted. The first theme was related to the place of art in the era of virtual education, and in this theme, four socio-cultural categories, educational, psychological and economic importance were extracted. The second theme was the challenge, which included the four categories of lack of a comprehensive approach in art education, weak social luck, weakness in the teaching-learning process, and weak infrastructure and facilities and the third theme is the solution, the three categories of using motivational approach, competency-oriented and the supportive approach was extracted from the interviews. In line with the obtained results, it is suggested to overcome the challenges of art education in the era of virtual education, to improve the status of this subject in the eyes of the beneficiaries of the art curriculum (parents, students, teachers, etc.) He acted through culture building and used motivational and support approaches to improve the state of art lessons.

The purpose of this research is to explain the effectiveness of the art of advertising in social networks to attract the skilled audience of the technical and vocational education organization of the country. This research has been done in terms of applied nature and descriptive-survey method. The statistical population of this research is 50 students of vocational technical organization, and the information related to the research was done through questionnaire and data analysis through spss software. Cronbach's alpha test was also used for the reliability of the questionnaire and the results are included in the relevant tables. Regarding the analysis of data and the proof of hypotheses, the correlation coefficient between variables and results has been included in the tables and graphs in the fourth chapter. The results of this research show that advertising in cyberspace can be used as a means of accessibility, awareness among the general audience, the tendency of the young generation towards cyberspace, and the use of photo and video publishing capabilities. A comprehensive and effective platform used by educational and service institutions for optimal and effective communication with their audience. In this regard, advertising in virtual space was investigated based on variables such as age group, level of education, job status and income of the people of the research community, and the results of this research show that advertising in virtual space can attract art students. new for the country's professional technical organization to be very effective and influential.

The purpose of this study was to investigate the challenges of creative thinking development and aesthetics in preschool children. The method of this qualitative research is of phenomenological type and its statistical population was formed by preschool teachers of Saqez city in 2019, which continued with purposeful sampling until the saturation limit was reached (21 people).The measurement tool was a semi-structured interview. The results of the interview were classified into nine core code categories and four optional codes of "criticism and strictness and imposing on children, lack of concentration in children or scattering the mind, lack of development of children's professional skills and lack of promotion of critical thinking". Therefore, it can be concluded that art and beauty can be considered as a suitable mental platform for creating real knowledge and education.

The present study aimed to design and validate an art curriculum model based on a multicultural approach in first high school course. The research method is mixed. The research community The research community of the qualitative section has been all upstream documents available in the field of art and multiculturalism and countries that have experience in the field of art and multicultural curriculum and in the quantitative section were curriculum, art and multicultural planning specialists and experts familiar with the subject of art and multiculturalism in junior high school who were purposefully selected. The tools for collecting the qualitative section were related documents and resources, and in the quantitative section, a questionnaire was developed. The validity of the questionnaire was confirmed by experts and the reliability was obtained using an agreement coefficient of 90.33. Content analysis with inductive approach was used to analyze the qualitative part data and Delphi method was used in the quantitative part. in the Results section of the Objectives Element, 21; In Content Element, 19; In the element of learning opportunities, 14; In the resource element, 6; In the space element, 4 components and in the evaluation element, 11 components were obtained. Regarding the validity of the template, 70% of the consensus among experts was on the appropriateness of the items. Therefore, the model has had good validity.

This article is the result of examining the experiences of teachers in the field of using art in instruction and teaching non-art subjects. This research is a qualitative type of research, therefore, 57 teachers of Alborz and Tehran provinces were selected by the purposeful sampling method and 22 cases were collected. The tool for collecting data was interview, as well as a written form of an open-ended questionnaire. The analysis of the collected data is of thematic analysis type and was done with a three-step coding method to extract categories and themes. The reliability of the findings has been checked by presenting the results to the participants and colleagues in order to achieve reliability and compatibility, their validity has also been checked by the code review method. The findings of the research include three categories of findings related to why, how and results of using art in instruction and teaching.

The inability of empower art students to commercialize and branding of artistic achievements and the existence of a research vacuum to identify the components in the field of branding artistic achievements and the need to review the curriculum of these disciplines in order to include some components and indicators in This field, has conducted a study with the aim of identifying the necessary components and indicators in the field of branding of art products and services and examining both current and desirable teaching situation in the educational topics of art universities. In terms of purpose this study is basic-applied, in terms of the type of data collected, is mixed, in terms of data collection method is descriptive and regarding implementation method, is a survey research. The statistical population was 6 academic and industrial experts in the qualitative section and university professors in art-related fields in the quantitative section. The sampling method in qualitative section was judgmental and in quantitative section was randomized cluster. A total of 54 questionnaires were completed and evaluated. The data collection tool in the qualitative section was interview and in the quantitative section was questionnaire. The results led to the identification of three general categories of branding parameters including behavioral, perceptual and functional parameters. According to the purpose of the study, behavioral parameters were quantitatively examined. Among the eight components in the behavioral parameters category of branding and a total of 63 indicators, there is a significant difference between the expected and current situation and there is a large gap between expectations and receipts in the components of branding. The result of Friedman ranking test reveals the existence of a significant difference in the mean rank of the importance of the behavioral parameter components in the expected and current situation, as well as the existence of differences and similarities.

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.

This research has been done with an individual evaluative view of combining art with teaching experimental sciences in elementary school. The method of the present research is applied in terms of purpose and developmental in terms of the type of research.

Because the aim is to present a curriculum with a new model, it is done in a descriptive / analytical method and it is also based on "individual evaluative research" with an inferential approach. According to the methodology, the tools of articles, curriculum texts and content-driven sites have been studied and researched.

Findings show that the integrated curriculum is a program in which there is coordination between courses and has a special coherence and unity that leads to comprehensive learning in students. Since art is one of the favorite subjects of elementary school students, according to the research background and in order to strengthen students' better understanding of their environment and the important role it plays in the process of teaching experimental sciences, art is the focus of the integrated curriculum.

because the experimental sciences contain important and significant content and students are often unable to comprehend it, as opposed to art, which is one of the most valuable elementary courses that most students are in favor of it; art can play a significant role in learning important and difficult subjects in the experimental sciences. Evidently, combining art with teaching experimental science in elementary schools seems desirable.

The purpose of this study is to explain the dimensions and components of art and aesthetics based on Dewey's ideas. The research method was document analysis and the analytical corpus included 10 Dewey's works related art and aesthetics and the measurement tool was a researcher-made check-list. The findings showed that art and aesthetics included dimensions such as: feeling, morality, unity, self-awareness, imagination development. Each one of these dimensions is composed of components that feeling with 11 components; unity with 10; morality with 10; self-awareness with 9; totalitarianism with 9; imagination with 8 respectively, have the highest to the lowest focus. Also, in the dimension of feeling, expressing emotions with 8 and cultivating attitudes and desires with 3; in the moral dimension, humility with 6 and sacrifice with 3; in the dimension of unity, integration with 7 and the relationship of the subject with the direct experiences of life with 3; in the dimension of self-awareness, recognizing one's ability with 6, abundance and caring for oneself with 3,in the dimension of totalitarianism, wholeness with 8 and comprehensiveness with 3, had the highest and lowest frequency, respectively.

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

the methodology is a semi-experimental research with pretest-posttest design including control group. The population consists of 6th grade primary school female students of NazarAbad city during 1395-1396 academic years. A number of 60 subjects (30 for test group and 30 for control group) were selected by convenient sampling method. The test gropup spent a course of social science integrated with arts for 12 sessions and the control group spent the same course not integrated with art lessons. The data were collected using a self made performance test and the performance of learning social science including cognitive and emotional levels. The visual and content validity of tools was confirmed by 9 experts. The reliability of tools being. 82 was achieved through a bisection method. Data were analyzed using inferential statistics (T-test of independent group).

The findings showed that the scholastic achievement of test and control groups' students was significantly different in post test, meaning that implementation of integrated curriculum of social science aand arts has successfully increased experimantal group's performance score of social science in cognition level (levels of perception And understanding, application, analysis, composition, evaluation) and emotional (receiving) level. But at the level of emotional value no positive effect was found.

The aim of this study was to study the effectiveness of active teaching methods on the creativity and self-esteem of female students. Concerning its purpose, this research is an applied research which enjoys quasi-experimental design with pre and post test and has a control group. The target population of the study consists of all female students is the sixth grade of elementary school in Karaj, of whom 40 were selected using available sampling and were randomly assigned to two control (N = 20) and experiment (N = 20) groups. In order to collect the required data, Thorns’ Creativity Test and Cooper Smith’s Assessment Scale were used. Content validity of the instruments were examined and Cronbach's alpha coefficient was used to estimate their reliability which turned out to be 0.90 and 0.85 respectively.  The results of multivariate analysis of covariance showed that the use of active art teaching method has been effective in increasing the creativity of students in terms of flexibility, initiativeness, expansion and fluidity. Also, the use of effective art teaching method results in the growth of individual, family, educational and social self-esteem of learners. Thus, art is able to provide the conditions for the students to express their innovative thoughts and ideas away from any worries so that, in the future, they can think better and deal with individual and social issues in the creative society.

The purpose of this study is to explain aesthetics from John Dewey's perspective and draw its educational implications. This research uses conceptual analysis and deduction as methods. The method of data collection is library-documentary and the analyzed documents include books, research backgrounds and related researches. Aesthetics, experience and knowledge are interrelated in Dewey's perspective. Dewey opposes any kind of dualities and advocates unity in aesthetics, experience and knowledge. The aesthetic experience is distinguished by features such as wholeness, immediacy, cohesion, and so on and knowledge is a part of aesthetics. The implications of Dewey's view of art education can be used in both curriculum and teaching. The implication for curriculum is an integrated viewpoint to art, focusing on the theoretical and practical aspect of art. The implication for teaching emphasizes on the connection between art education and pupil experiences and the emotional aspect of teacher-pupil interaction. Embracing diversity in teaching methods and paying attention to qualitative and process-based evaluation helps to promote art education.

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.