Designing and Validating a Curriculum Model Based on Postmodern Art with an Emphasis on Conceptual Art in the Second Grade of Elementary School

The purpose of this article is to design and validate a curriculum model based on postmodern art with emphasis on conceptual art in the second-elementary period. The approach of this research is qualitative and the research method is used. The statistical community includes books, articles, theses and researches in the fields of post-modern art and art-based education. The findings of the research were the result of the analysis of 4 arts mentioned in post-modern art and 15 types of conceptual art; were analyzed in this study; From these studies, 242 characteristics were obtained, which 39 primary and 36 secondary categories were extracted using the synthesis research method, and finally 9 main categories were obtained.Categories include: the use of art in the social, political and cultural context, a critical approach and attention to criticism in order to change perception, having a cultural and transcultural aesthetic approach, attention to art as a platform for the emergence of creativity in development Sustainable is the interaction with the audience in the production, meaning-making, critique and modification of the work of art, the approach of bio stability in the global and regional dimension, the possibility of diversity in material, technique and media in conveying the message. In order to theoretically validate the qualitative method of the focus group was used. For this purpose, the results of the research were provided to 15 experts: curriculum, art and primary school teachers and the findings were reviewed.The results can be in the purpose section: to create an atmosphere for the emergence and emergence of creativity, attention to environmental issues, use of aesthetic criteria and methods and the power of imagination and visualization in designing activities, in the content section: integrating content with elements of everyday life Using native situations, having an interactive approach, in the evaluation section: having a critical look at learning situations, evaluating learning processes, students' ability to choose and participate in evaluation methods.