art

The present research has investigated the state of aesthetic and artistic field of first secondary school students. The statistical population of the research is the first high school students of district 10 of district 1 of Tehran in the academic year of 1402-1401, 500 of whom were selected using the Karjesi and Morgan table, and 217 of them were selected by stratified random sampling. In order to collect data, a documentary method and a researcher-made questionnaire were used. Research components and measurement indicators have been set after studying statistical documents and questionnaires. The face validity of the questionnaire has been checked and confirmed through experimental implementation, content validity through experts' judgment, construct validity through factor analysis, and reliability with Cronbach's alpha coefficient (0.762). Exploratory factor analysis was used in SPSS software version 22 to explain the components of the field. Due to the normal distribution of the data, one-sample t-test was used to compare the mean of the components. The results show the status of students in the components of "Using and developing the power of imagination, visualization and ideation", "Ability to understand subjects with material and external beauty", "Using aesthetic and value principles in life" and "Formation of mental peace". and psychology in the environment from the perspective of art and aesthetics", medium and in the components of "development of feelings and aesthetic taste", "the ability to understand topics with spiritual and divine beauty", "the ability to create works of art" and "attention to the beauty of the environment" , it is good.

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 this research is to identify the aesthetic and artistic components in the primary school curriculum based on verses and traditions and to present a structural model. The research method was applied in terms of purpose, descriptive-correlation and mixed (qualitative-quantitative) in terms of nature. The number of samples in the qualitative part is 17 experts and in the quantitative part, 250 people from all teachers and education activists in Sistan and Baluchistan province (with the entry criteria: a specialized doctorate in the field of curriculum planning) and authoring and researching in the field of art and aesthetics education, and having at least 10 years of experience in elementary school). A researcher-made questionnaire was used to collect data in the quantitative stage. To analyze the qualitative data from Atlas TI software, and in the quantitative part of the research, in order to validate the model obtained in the qualitative step, structural equation tests with SmartPLS and SPSS software were used. Quantitative findings indicate that all the calculated variables, considering that the absolute value of the t statistic for all relationships between variables is greater than the critical value of 1.96 and all the factor loadings in the standard state are greater than 0.3, therefore all The variables and relationships were confirmed and the model has a good fit
 

The current research was done with the aim of designing and validating the model of the early childhood art curriculum. The research method was of mixed type. The sources of information were all the upper documents available in the field of art and all countries and approaches that had successful and impressive experiences in the field of art curriculum, and in the quantitative part, experts in curriculum planning and art who used the exemplary method targeted sampling was selected. The tool for collecting the qualitative part, related documents and sources, and the quantitative part was a researcher-made questionnaire. The validity of the questionnaire was confirmed by the opinion of experts and reliability was obtained using the agreement coefficient for components above 0.8. In order to determine the validity of the designed model, the opinions of experts and curriculum and art experts were collected using the Delphi method and the final model with the elements of educational-artistic ideals, content, activities and creative educational materials, creative teaching-learning strategies, the artistic environment and space, the role and interaction of the teacher with the child and creative evaluation were developed.

The present research was conducted with the aim of designing a problem-oriented curriculum model based on the aesthetic approach in elementary school. Problem-oriented curriculum is content that is presented in the form of problems in the context of various problems. As much as art has been influential in human life, it also plays an important role in the growth and development of children. On the other hand, art can provide a suitable platform for the implementation of a problem-oriented curriculum in elementary school due to its content nature and problem-oriented capacity and greater connection with the objective life of children. By using aesthetic methods in lesson planning, students become more sensitive to issues, because they gain a good insight into the world. Therefore, in the current research, considering the inseparability of cognition from emotion, the approach of art and aesthetics is proposed as a basic approach in the problem-oriented curriculum. Regarding the application of problem-oriented learning and aesthetic approaches in the curriculum, it can be claimed that the use of problem-oriented capacities and artistic approaches in creating the desire and motivation for deep and meaningful learning of students is very important and an enjoyable atmosphere for It provides a challenging, motivating, enjoyable and social learning experience for students. In fact, one of the most important aspects of research innovation is the integration of artistic and aesthetic structure in developing cognitive functions and problem solving skills.

In terms of the method of data collection, the qualitative research method was qualitative content analysis. The research community is printed and electronic resources related to the problem-oriented curriculum, topics related to the approach of art and aesthetics in the curriculum as well as elementary education, which are in the form of treatises, articles, research reports and books between the years (2000 until 2022) have been published. To select a sample from among the available articles, sources and documents, the sequential purposeful sampling method of the theoretical sampling type was used. In the data analysis stage, conventional content analysis method was used; in which the researcher starts writing the initial analysis through his perception and understanding of the text under study and this work continues until the background for the formation of codes is started and then they are classified and categorized based on similarities and differences. In order to analyze the findings, an open, central and selective coding method was used, and in order to determine the validity and reliability of the findings, the method of confirming the research partners and multi-dimensionality was used to confirm the validity. 

The findings of the research, which were compiled in the form of four elements of the curriculum, in the goal dimension include 4 main categories (cultivation of creative thinking - cultivation of artistic thinking - cultivation of intuitive thinking and cultivation of visual thinking), the content dimension includes 3 main categories (problem formulation - The role of the teacher and the role of the learners). Next, teaching methods include 3 main categories (combined methods - artistic methods and active methods) and finally, in the evaluation element, 2 main categories (qualitative evaluation and general evaluation) were obtained from multiple sources. The results of the research indicate that the artistic approach can provide knowledge in the form of an interactive approach and help students to better understand the concepts. The use of problem-oriented capacities and artistic approaches is very important in creating the desire and motivation for deep and meaningful learning of students and provides an enjoyable atmosphere for students to experience challenging, motivating, enjoyable and social learning. Considering the wide range of meanings and functions of art and aesthetics, the problem-oriented curriculum can cause integration and dynamism between the mind and spirit of students and lead to the discovery and production of new ideas and creative answers to solve various problems. It attracts planners, managers and teachers to the fact that they can benefit from artistic capacities to improve problem-solving skills and education and flourishing of diverse talents of primary school students. Also, in order to validate the proposed model, a relative consensus was reached among the experts.

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 is to identify and explain the innovation of art curricula in elementary education. This research has been applied in a qualitative way. The research community was experts and art education teachers and faculty members of Farhangian University, who were selected by purposive sampling. Research data was collected through semi-structured interviews. Qualitative findings were analyzed based on topic and categorization. According to the results of the research, the most important concepts of the curriculum are: a set of all formal learning opportunities, the relative concept of the curriculum. Moreover, the most important distinguishing features of art curricula with other disciplines are: more emphasis on practical activities instead of theoretical topics, the role of art curricula in psychological development and the most important concepts of curriculum innovation are: fundamental changes in the process of curriculum planning, creation of a new approach in curriculum creation and the most important examples Curriculum innovation in art education includes: updating general specifications, goals, methods, etc.

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.

The aim of this research is to present the conceptual framework of the problem-oriented curriculum based on the aesthetic approach. In the current research, due to the inseparability of cognition from emotion, the approach of art and aesthetics was proposed as a basic approach in the problem-oriented curriculum. The data were collected based on a qualitative research design of research synthesis type. The research community was printed and electronic resources related to the topic, which were published in the form of treatises, articles and research reports between the years (2007 to 2022) and were selected as a purposeful sampling. Among them, the articles with problem-oriented curriculum and aesthetic curriculum were selected and analyzed. Out of 88 reviewed articles, 75 articles were used to extract the relevant components and themes. The findings of the research, which were compiled in the form of the four elements of the curriculum, indicate that the goal dimension includes four main categories (creating creative thinking, artistic thinking, intuitive thinking and visual thinking), the content dimension includes three main categories (problem Sazi- the role of the teacher and the role of the learners). Next, teaching methods include three main categories (combined methods, artistic methods and active methods) and finally, in the evaluation element, two main categories (qualitative evaluation and general evaluation) were obtained from multiple sources The results of the research indicate that the artistic approach can be associated with various issues and concepts in the problem-oriented curriculum, in fact, the arts can provide knowledge in the form of an interactive and integrated approach and help students understand the concepts better. Help and lead to the discovery and production of new ideas and creative answers to solve various problems around

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.

The present study was conducted in a qualitative paradigm using a semi-organized interview method. With the aim of pathology of art education in the education system, seven elements were considered: objectives, content, educational materials, teaching-learning strategies, time, place and evaluation in the curriculum. Vulnerable areas were categorized into main categories: Disadvantages of goals: Lack of proper philosophical approach, problems of goal setting and problems of goal implementation. Disadvantages of content: lack of proper philosophical approach, problems of content editing and problems of content implementation. Disadvantages in the field of teaching Lack of using different methods and appropriate to the content, Lack of teacher training in relation to teaching methods. Injuries in the field of time, place and educational materials: Lack of time, place and educational facilities and problems caused by wrong attitudes. Injuries in the field of evaluation: type and nature of evaluation, how to perform evaluation. Injuries in the field of teachers: teachers 'educational problems, teachers' motivational problems and incorrect administrative and managerial decisions related to teachers. Damages in the field of parents 'attitudes, officials and management structure: problems due to inefficiency and ineffective management, problems due to parents' attitudes, problems due to prevailing approaches to art.

In this reflection, after describing Bertolt Brecht's artistic views, we review his historical relationship with Walter Benjamin and compare the essentially political approach of the two to art. An attitude that says that art should show the way to save the audience from the unfavorable situation of society. In contrast to this prescription, we speak of another lack of credibility, the silence of rival positions, and, consequently, the absence of the vote and the personality of the audience within the aesthetic distance intended by Brecht. In a way, by recalling Fichte's views on the subject of “me and non-me”, the implication of this perception of man as an absolute identification is the subject of question. However, a suggestion can be made tha first, emphasizes the reflective nature of art. Second and most importantly, it analyzes the aesthetic understanding resulting from experience and perceptual participation in the process of human society. By following a path rooted in public education (Paideia) and focusing on the innovative world of art, understanding otherness and commitment to human society will be more guaranteed.

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.

This research was conducted with the aim of investigating the effect of play and art on learning and emotional intelligence of 6-9 year old children based on the Waldorf approach. The research method of this study is quasi-experimental. For this purpose, a pre-test-post-test plan with a control group was used. Children in each two groups of 15 people were selected from among normal, ADHD, high aggression and attention deficit children using available sampling method and were randomly assigned to experimental and control groups, and then the experimental group During 12 sessions and each session was 3 hours for three months, he was trained based on the Waldorf approach, while the control group did not receive any intervention. In this research, children's trait-form test was used as a research tool and the collected data was analyzed using covariance. The results of this research showed that play and art in the context of life have a significant effect on learning and emotional intelligence of children aged 6 to 9 years. Based on the findings, games and art can be used to improve learning and emotional intelligence of normal and special needs students.

Introduction:

The present study examines aesthetics and art as an approach and perspective for the problem-oriented curriculum to provide its components and teachings as a model. Here, the problem-oriented curriculum is the type of curriculum that emphasizes real and artistic issues instead of pre-determined content and goals, and presents the issue as the axis of organization in the curriculum.Method:This research is a combination of research. For this purpose, first, the written sources of the two disciplines of curriculum and aesthetics, which were obtained by chain sampling, were studied, and then the views of experts in the two disciplines, which were selected by purposive sampling, were examined. Data collection and components in the qualitative stage were extracted and coded from 75 studies and in the quantitative stage, the Delphi questionnaire was used to screen the components. Analysis-interpretation and inference were used to analyze qualitative data, Delphi technique was used for quantitative data, and Demetel network-analysis process was used to determine and prioritize criteria and components.

Findings showed that the effective factors in problem-oriented curriculum planning are composed of sub-criteria, each of which includes a number of indicators. 1- Objective element: including criteria for problem solving, problem thinking, problem description; 2- Content element: including problem dimensions, information sources, problem description tools; 3- The element of teaching and learning

including modeling criteria in knowledge, dialogue and assistance tools, guidance, time working on the problem, context of the problem, support and The evaluation element includes the criteria for evaluating and monitoring performance, which is shown as a conceptual model at the end of the research.

In this study, which for the first time sought to integrate and overlap the problem-oriented curriculum with the aesthetic approach, the results showed that art and aesthetics can provide components for the curriculum and its elements. In this study, 168 components were obtained, all of which They were deemed appropriate for a problem-oriented curriculum based on expert opinion.

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.