جستجوی مقالات مرتبط با کلیدواژه « تربیت هنری » در نشریات گروه « علوم تربیتی »

The educational institutions of any society are the product of history and can only be explained with the help of history. Therefore, in the present research, the study of artistic education in ancient Iran and its comparison with the Safavid era was investigated. This research is a documentary research that was conducted with a comparative-analytical approach, and Brody's comparative method (description, interpretation, juxtaposition and comparison) was used to analyze the data. The statistical population of the research is all the sources related to the two periods of ancient Iran and the Safavid era, including books, articles and authentic scientific documents, and the purposeful sampling method was used. In the findings section, firstly, in ancient Iran, components such as music, place, artistic goals and tools, the progress of painting and the influence of countries on each other, iconography, its goals and methods, weaving education and the development of calligraphy were investigated. Also, in the next stage and in the Iran part of the Safavid era, components such as the reasons for the weakening of music and its various forms, ups and downs in the art of painting, developments in the art of iconography, changes and innovations in the art of weaving, and the sanctity of the art of calligraphy in the Safavid era were examined. As a result, based on the findings, it can be acknowledged; Music, painting, iconography, weaving and calligraphy have made significant progress and innovations in ancient Iran, and in the Safavid era, even though music and painting did not experience significant progress for some reasons, there were significant developments in the field of weaving, iconography and calligraphy.Discussion and Therefore, by reflecting on the findings, one can benefit from the challenges and opportunities and experiences of ancient Iran and the Safavid period, in the field of art education of the present era.

To explore the understanding of Yasuji’s elementary school teachers of arts and esthetics training, which is one of the six main areas of training within the I.R.’s Fundamental Reform Document of Education (FRDE), a sample of 21 such teachers were gradually selected and interviewed to the point of data saturation within a semi-structured framework. The responses were then deductively content analyzed. Findings show that the pivotal subsections of the objectives section in arts and aesthetics training include the following: 1. blossoming of arts and aesthetics, 2. art training is not aimed at producing professional artists, 3. identification of students’ aptitudes and their all-around development. As for the general orientation of the area, the main subsections include: 1. art as an objective, and 2. art as an instrument. In the foundations section of the area the following principles were identified: 1. arts training affects learning in general, 2. arts, and aesthetics training helps with the discovery of children’s potentials and the development of their creativity, and 3. decoding and creation of meaning. Within the Iranian educational system, according to the interviewed teachers, arts and aesthetics training in elementary schools has not been paid the attention it deserves.

Researches in recent decades have attempted to study the relationship between art and education and examine its theoretical and practical foundations. questions about beauty and art are questions that have occupied the human mind for a long time. Eshraq philosophy, by using the principles of Islamic wisdom, mystical and enlightenment principles it can be a suteble basis for analyzing the ideas and concepts in Iranian art. one of the important fields of education is art and aesthetics. accordingly, this research is an attempt to analyze and understand art education based on Iranian philosophy and extracting its implications in education, especially in educational planning and educational adminstration. the method of this research is qualitative content analysis. using constant comparative method, the categories of art education were deduced from the perspective of Eshraq philosophy.

this study seeks to design the structure of educational theory appropriate for the native culture of our society, with a focus on explaining the foundations, what and why of artistic education, with an emphasis on the views of Ibn Arabi and Mulla Sadra. Now, considering that Islamic sciences adopt their foundations from Islamic teachings, it should be seen how the Holy Qur'an (as the most reliable Islamic source) is fruitful in order to compile the foundations of the theory. In order to adopt the approach of quoting excerpts from the Qur'an, it is necessary to go to the sciences that have taken steps in order to explain the aforementioned principles. These sciences are Islamic mysticism and Islamic philosophy. 

The method of this research is qualitative of the theoretical type, and according to the discussion, it uses conceptual analysis, deductive, and integrative methods.

the findings of the research in the dimension of what the artistic education is indicate that the Islamic theory of artistic education consists of three separate and distinct approaches, each of which has an alternative version for the education system of the country. These three approaches are as follows: according to the the first approach, artistic education is realized through the art curriculum. According to the second approach, it is realized by considering artistic education as the approach that governs all aspects of the curriculum. And according to the third approach, which includes the whole life of a person, it is realized through the path of life and artistic behavior of a person towards godliness. This approach explains the reason and the necessity of designing and explaining the Islamic artistic education, especially the principle of existence of the domain and the function of artistic education in its Islamic context and subsequently filling this gap from the point of view of the implications resulting from this function. 

The theory of artistic education in the formal education system can be used in the curriculum in other areas.

The purpose of this study is to design an educational program using dialogic education approach to cultivate the aesthetic perception of student teachers using A/r/tographical learning tasks.The research was a qualitative one and opted for normative method consisting. Finally,11 learning tasks were developed.

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.

One of the most important functions of educational systems in different countries of the world is to develop the artistic and aesthetic talents and abilities of students in different educational levels. The importance and necessity of this function is largely due to the positive and constructive role and influence that the category of art has had on the individual and social dimensions of human life and human societies at different times. In fact, it should be emphasized that art and its various fields are very important areas and phenomena of human life, who’s individual and social effects have always been considered and emphasized by various experts. Art is the origin of the manifestation of the potential talents of individuals and a platform for the realization and objectification of the inner and multiple capacities of human beings. The various roles and consequences of art are important in general, especially children and adolescents, and basically, art has a lasting effect on cultivating different dimensions of human personality and the development of its various characteristics and capabilities. A person who is exposed to artistic experiences has a developed taste and feeling and receives more stimuli with a wide and deep range of his perceptions. Of course, the cognitive field also needs this ability, and artistic and aesthetic education performs this function.It can be said that art provides unique opportunities for the growth of the individual in all dimensions and is a tool for communication between the inner and outer world of human beings and not using it disrupts the growth of personality. In addition, arts and related fields such as music, painting, drama and visual arts are common phenomena among human cultures and have had an influential place throughout history. Art can be considered as a twin category of man and his life, which in its most stable and original manifestations considers the ideals, cognitions, feelings and deep and fundamental values that man relies on. It goes beyond superficial interests and cognitions. Thus, on the one hand, art helps to convey feeling, emotion, perception and cognition without the need for language and speech, and on the other hand, it is a means of recording and perpetuating human values and beliefs.Due to the constructive and positive effects and functions of art, today in educational systems, a realm called art education is mentioned, which means legitimizing and recognizing the place of art in educational centers and its curricula. Art education is effective in the development of various dimensions of individuals and in particular provides the necessary context for the discovery and promotion of the identity of children and students. Basically, the relationship between the two fields of art and education is such that even some experts believe that the main basis of education is art and art is the basis of education. Art unites our intellect and emotion, stimulates our imagination and transforms our environment. It is with this connection that eminent scholars such as Eisner, Perkins, and Gardner have sought to show that art and art education should be an integral and inevitable element of every individual's education by documenting the effects and results of art in various walks of life.Of course, in this regard, the mental and developmental considerations of learners in different educational levels should be considered. According to this expert, students basically understand certain qualities and subtleties through art and are able to apply forms of thinking that belong to the world of art. These forms require the use of processes that facilitate mental creation and re-creation. With this view, Eisner believes that in addition to the three main skills of reading, writing and arithmetic, art should be considered as the fourth basic skill in educational centers and the most important step in reforming the educational system is to provide a suitable place for art in the curriculum.But the important point is that despite the positive and multiple functions of art and art education in the flourishing of students' abilities, the amount of practical attention to this field in our country's schools and educational system is not so much and there are various problems and bottlenecks in this field. Problems that are especially emphasized by primary school teachers. Basically, reviewing and exploring school curricula from the perspective of educational and training activists, especially teachers and teachers who are their own executives and are related to the hidden and visible angles of teaching and implementation of the program, can always provide data and useful information on the implementation facts and the actual effectiveness of programs and provide the necessary grounds for qualitative and necessary reforms. Of course, researching this important area and examining its various aspects from the perspective of the implementers of the educational system, ie teachers, can provide the necessary grounds for a better understanding of the current situation and make significant changes in this area. Understanding the importance of this point, the present study has tried to deeply and qualitatively examine the status of art and art education based on the narratives and lived experiences of primary school teachers. According to the above, the main purpose of this study was to analyze the functions, implementation and challenges of art education in primary schools based on the lived experiences of teachers. The statistical population of the study included all primary school teachers in Aran and Bidgol counties in Isfahan province. Using purposive sampling method, the narratives and experiences of 19 teachers as the main participants of the study were collected, organized and case by observing the principle of theoretical saturation. Analyzed. The data collection tool was a semi-structured in-depth interview that focused on three key questions that attempted to document the lived and thought-provoking experiences of the participating teachers about the functions, implementation, and problems of elementary school art education. Klaizi seven-step method was used to analyze the research information. Findings from the research showed that the participating teachers have a good mentality about the role and various functions of art education in terms of personal and academic development of elementary students. Also, they use various activities, especially painting and handicrafts, to implement art education in classrooms.

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.

The present study aims to critically analyze and study artistic education with regard to the ideas presented by John Dewey. To this aim, the research method of critical philosophical exploration were employed and the target corpus included all sources including books, articles, and research studies related to the presented subject. The research samples were purposefully selected and the data were gathered through a list of collected notes and information which were later analyzed by verbal, visual and logical inference. Dewey's point of view was critically examined according to the educational viewpoints of Eisner, Greene and Allameh Jafari. According to the research findings, artistic education and aesthetics in ideas of Dewey is based on the aesthetic experiences, with a purpose of artistic education to gain the capacity to achieve aesthetic experiences, experience-based content, and problem-solving training method and also based on an attitude to explore and its evaluation is process based. Aesthetics is something that we can experience, and Dewey’s artistic education involves several implications for education.

Art education is one of the basic functions of the educational system. However, today, art does not have a proper place in Iranian curricula, so the present study was conducted to examine the current state of art education from the perspective of teachers. The research method was descriptive-survey and the statistical population of this study was all primary school teachers in Qazvin education district two in the academic year 2017-2018. The statistical sample consisted of 200 teachers who were selected by the available method. According to the purpose and subject of the research, the data were collected through a questionnaire and finally the data were collected using frequency, percentage, mean and t-test. Single samples were analyzed in SPSS-23 software. The results showed that the construction of artistic objects (P <0.05, t = 4.38), knowledge of nature and its components in creation (P <0.05, t = 4.50), knowledge of the beauties of nature (0.05 P <0.04, t = 4.34), recognition of cultural heritage (P <0.05, t = 4.78), strengthening of the five senses (P <0.05, t = 4.67), understanding the laws of the world of creation By observing the works of creation (P <0.05, t = 4.23), creating interest in relatives (P <0.05, t = 4.20), Iranian customs (P <0.05, T = 4.23), understanding the laws of the world of creation through observation in the works of creation (P <0.05, t = 4.10), is less than average, which means that art education in these dimensions in primary schools does not go well. Considering the findings, it is necessary in cases such as storytelling by students, students' attention to their surroundings, cultivation of moderate intelligence should be strengthened, while it seems that considering the requirements, values Cultural and indigenous origin of the country, it is better to consider art education as a theoretical basis in designing art curricula for the officials of the educational system.

The main purpose of this study is to identify the administrative barriers in the field of aesthetic and artistic education of the Fundamental Evolution Document in education, based on the Fullan model (2007). The field of artistic education has been forgotten and neglected, despite the tremendous impact it can have on morale and, consequently, on the learning of learners and even their educators.This research project is the "combined" type (simultaneous test). The study population included two independent groups of curriculum and education specialists (in the qualitative section) as well as primary school teachers (in the quantitative section). The sample size includes 12 curriculum and education specialists and 120 primary school teachers .The sampling method in the first part (qualitative) is theoretical and purposeful method and its tools include semi-constructed and unstructured interview and in the second part (quantitative) it is "purposeful and preferable" and the research tool includes a 30 questions researcher-made questionnaire. Quantitative data analysis involves the Wilcoxon single-sample and Friedman tests to rank the Barriers to the implementation of the Fundamental Evolution Document based on the components of the Fullen model. Qualitative data analysis was also performed using the seven-step )Colaizzi, 1987) method. The results of the study confirm the gap between the designers of the Evolution Document and its implementers in schools, which, in addition to other existing administrative barriers,contributes to the inefficiency of the Fundamental Evolution Document in the implementation phase.

The main purpose of this study is to explain the aesthetic concept of the thoughts of Khajeh kasiredin tousi and Rousseau in the education of children. the method used in order to collect information is a library. the result obtained from the present study suggests that artistic training is one of the important elements in the development of child as one of the most important classes of society. Accordingly, the cover - up of artistic training with Western and Western thinkers like Rousseau and Khajeh kasiredin tousi Tusi led to the collection of manners, edification, and artistic morals of the two world poles in education of children, and is used as a strong pattern in the education of education and education. It is therefore necessary to educate the children of education on the type of education and try to educate and train children with the axis of art and beauty (and not the set of traditional and pre - determined educational patterns) to make a sustainable society based on the ethics and humanity of the children.

The present study aimed at identifying and extracting the causes of gap between theory and practice of artistic education in the junior secondary education and comparison of managers and teachers’ opinions in this regard. The mixed-method approach to research was adopted. The sample consisted of curriculum specialists, art education experts, junior secondary managers and art-culture teachers. First, the causes of gap were identified and extracted through analyzing national and international resources, interview with curriculum specialists and art education experts based on the elements of Klein’s curriculum. Then according to these causes, a questionnaire was designed and administered to the managers and teachers. The results of the analysis in the first run led to identification and extraction of 79 causes, among which there was a significant difference between the managers and teachers’ opinions with regard to the element of content. Accordingly, experts of the Organization of Research and Educational Planning are suggested striving to revise the curriculum and consequently mitigating the gap between theory and practice of artistic education especially in the area of content.

Flourishing students' artistic capacities is among the major missions of education in the Document of Fundamental Reform. The five axes of artistic education including communication with nature, aesthetics, artistic production, familiarity with cultural and artistic history and heritage, and artistic criticism, along with the content structure of culture and art textbooks including visual arts, calligraphy, traditional arts, vocal arts and performing arts are all issues that should be considered by planners in developing potential human abilities. This study involved the content analysis of the culture and art textbooks of the junior secondary system in 2015-2016. Images, texts, and activities were taken as the unit of record. The encoding method was deductive following the topical and structural aspects of culture and art education. To validate the encoding process, a second rater encoded 10 percent of the content, indicating a correlation of 0.89. The results revealed that artistic production, aesthetics, artistic criticism, familiarity with cultural and artistic history and heritage and communicating with nature are the most significant aspects of artistic education respectively. Additionally, visual arts, traditional arts, calligraphy, vocal arts, and performing arts are the main priorities. The study of the 3D model of curriculum structure showed the application of all three activity types (prescriptive, semi-prescriptive and non-prescriptive) in the textbooks, but their content needs to be reviewed regarding the coordination of activities with the educational content presented, the form of content integration, balance and diversity, and the lack of raising students’ motivation and creativity.

rineforce the aesthetic perception and philosophic mindset as the ultimate goals of education systems are analyzed by educational scholars, but the relationship between these two goals in the design of training and curricula, not review yet.In this article the role of aesthetic perception in sublimity of the first trace of comprehensiveness philosophic mindset, is revealed and as well as the main design elements of nature in art curriculum based on the above explanation is revealed. For this purpose, first, aesthetic perception and it’s processes and litter of proving to be true, namely the artistic education, is explained.then the philosophic mindset is clear up. Following a descriptive-analitic method, the conceptual relationships and logical geography between the aesthetic perceptions and the first trace of comprehensivenesess philosophic mindset, has been discovered and explained. This research has the constructivism lens and it’s strategy is quality. Method of this resarch is analytic and belonging to transcendent transcendental. documentary method is chosen to gather information. the findings of this study showed that a previously undetected network conceptual and logical geography of undiscovered, between aesthetic perception and the first trace of comprehensivenesess philosophic mindset that can be grounds for curricula and the design with aesthetic approach.

Art education is emphasized within the elementary school curriculum, yet ways of implementing it are rather vague. Given that such an education would include the development of all senses, and improvements in esthetics, imagination, and creativity, on the one hand, and the constituent elements of a curriculum include objectives, content, teaching and evaluation methods, an experiment was conducted in order to show that art education can be achieved through the curricular elements of any subject, even one in experimental science. Data analyses show that the emphasis on different dimensions of art education through curricular elements of the selected subject can lead to significantly positive changes in students’ learning and creativity. It is, therefore, suggested that such approach be taken in all levels and subjects.

The purpose of this study was the review of the impact of the discipline based art education curriculum on art education of the primary school students. This study was done quasi experimental. The populations of the study were all of the fifth grade students in Tonekabon in 2010-2011. And the statistical samples included two groups of 25 experimental and control which were chosen in random cluster sampling. The validation tools of researcher-made test, for measuring the art education treatment was used in four components that were calculated by 0.93 α Cronbach Alpha after approval. The results of MANOVA test showed that no meaningful difference was observed between the art education test in art production and art criticism fields in two groups. So the DBAE in art production and art criticism fields have no effect on art education treatment of the students. Where as meaningful difference was observed between post-test art education of students in art history and aesthetic fields. Therefore DBAE in art history and Aesthetic fields affects art education of the students.

This study was conducted to evaluate the art curriculum in elementary schools through educational connoisseurship and criticism. Two elementary schools in Malaayer were selected, one with male and the other with female students, and their physical atmosphere, as well as that of the art classes, were observed and art teachers and students were interviewed in 35 sessions. Furthermore, documents related to the art curriculum were also utilized. The findings indicate that the physical atmosphere of the schools is not appropriate enough to satisfactorily help with the development of esthetic potentials of the students. Although there is a course designated for teaching the arts within the curriculum, in practice the art period is used for teaching other subjects. The only areas that are covered in art classes are drawing and handicrafts mainly through lectures. In evaluating the student art activities, individual differences are overlooked as are various methods and instruments of measurement. Considering the shortage of well-trained art teachers, it is necessary to offer courses in teaching of the arts in teacher training center and colleges of education.

this study examined the performance-based curriculum of art education in the science class of sixth grade base on considering the components of the educational system in Iran. The components of at education taken from national curriculum documents include raising the senses¡ creating a sense of aesthetics¡ imagination and creativity¡ build language skills¡ creating works of art. A checklist was developed according to the curriculum elements (goals¡ content¡ teaching methods¡ and assessment) and the art education components and the reliability and validity were examined. The sample included 60 sixth grade students and the experimental group was taught by an experienced teacher during the treatment. And the teacher recorded students'' performance by the checklist at the end of each session. The students’ achievement was measured by descriptive and inferential statistics. The results revealed that the elements of imagination¡ creativity¡ development of language skills¡ and arts education curriculum created positive and significant changes in the performance of students.