حبیب الله صیرفی

The aim of this study was to design and validate the optimal model of music education curriculum in secondary school and music conservatories. The research method was consecutive exploratory mixed (qualitative and quantitative). Participants in the study included education and music specialists in the country and music teachers in music conservatories. The samples were selected purposefully. Data collection tools in the qualitative part were interviews and in the quantitative part were questionnaires. The validity of the instrument was internal validity in the qualitative part and content validity in the quantitative part. To increase the reliability of the quality section, interviews were conducted with a previous schedule. In the quantitative part, an agreement coefficient of 0.86 was obtained. To analyze the data, qualitative content analysis with inductive approach and Delphi method was used. The results of the qualitative part showed the characteristics of the desired model of music education curriculum in the ten elements of AKKER and the results of the quantitative part also showed the high validity of the mentioned model.

The aim of this study was to identify and determine the importance of components of music education in high school textbooks and music conservatories. This study is influenced by the interpretive philosophical basis and has a qualitative approach to the analysis of customary content. In the first part, the studied unit is all the art textbooks of the first and second years of high school and music conservatories, which were sampled purposefully and valid and relevant books and sources were selected. The unit of analysis in this section was thematic analysis and open, axial and selective coding methods were used to collect, extract and infer data. In the second part, Shannon Entropy was used to determine the importance of the components of music education and their importance in textbooks. From the analysis of the findings in the first part during the selective coding, four categories of cognitive, skill, creativity and emotional (emotional) were extracted. These four categories include 90 components during axial coding (Cognitive Components 26, Skill Components 23, Creativity Components 22 and Emotional Components 29) and open coding 216 themes. According to the obtained results, among the four categories, Cognitive category has the first priority, Skill category has the second priority, Creativity category has the third priority and Emotional category has the fourth priority. The components of interpretive thinking, key training and increasing the understanding of concepts, content with an aesthetic basis, the flourishing of the soul combined with aesthetics and frequent and regular exercises also had the highest priorities, among the components.