Comparative Analysis of Teaching and Evaluation Methods in the Art Curriculum of Elementary School in Iran and Selected Countries

This study aimed at comparative analysis of teaching and evaluation methods in the art curriculum of elementary school in Iran, Brazil, Greece and South Korea. The qualitative comparative research method and choice of countries was purposeful. data were collected through upstream and national education documents, research reports and articles in scientific journals. data analysis was performed based on Bereday's four-step model. Results in teaching methods show The four countries jointly emphasize the use of storytelling, discussion, music and anthems, performances, visits to art galleries and museums, and the use of Internet sites, while presenting models for painting, setting an example for calligraphy and defining individual and group projects specific to Iran, playing with clay and piles of paper, making objects with wood, making native dolls and walking in nature specific to Brazil, Educational games specific to Greece, storytelling, exhibitions of student art activities and the use of online media specific to South Korea. The results in evaluation methods also showed that the preference of the qualitative approach, the use of the workbook, recording the report and observation and judgment of the teacher, including subscriptions There are commonalities between the four countries, while from the handicraft exhibition, a discussion with students about the quality of works of art and measuring the artistic attitudes of students in Iran, from essay questionnaires and polls from parents in Brazil, from evaluating in-house actions Class and evaluation of extracurricular activities in Greece and the process-oriented use of approved checklists in South Korea.