Document Type : Research Paper

Authors

Abstract

One of the missions of general education is the development of art capacities in learners. Art production and criticism, aesthetics, the art history of Iran and other nations as the content structure in the textbooks of art educationare some of subjects that deserve to be considered deeply by curriculum developers. This may be done in view of the intended activities planned by educators to foster students' potentialities. This study was conducted through content analysis. The sounce consisted of the contents all text-books published centrally by government for junior high schools in 2009. In the process of content analysis, units of study were themes, images and exercises. Coding was done according to deductive method and on a basis of subject and structural topics of art education. To measure the reliability, 10% of content was coded by a second evaluator: the rate of agreement was 86%. The results indicated that madescending order aesthetics, art production and art history in Islam and Iran consist ituted the greatest dimensions of art training, and designing and painting, writing calligraphy and graphics represented the first to the third priorities in the content structure in junior high school text-books. The results showed that important aspects like music, art criticism, the art history of other nations and dramatic arts in art education were neglected.

Keywords

جوزی، حسین (1387). روش‌ها و فنون تدریس هنر. تهران: مدرسه.
خامنه‌ای، سیدعلی (1381). رساله اجوبه الاستفتائات. تهران: الهدی.
ساروخانی، باقر (1386). روش‌های تحقیق در علوم اجتماعی. تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
شریف‌زاده، عبدالمجید (1387). تربیت هنری و هنرهای سنتی. مجله رشد آموزش هنر، دوره پنجم. شماره 14، صص: 18 ـ 14
شعبانی، حسن (1383). چالش‌ها و رویکردهای عصر اطلاعات و ضرورت تحول در ساختار و فرایند اجرای برنامه‌های درسی آموزش عالی، سومین همایش سالانه برنامه درسی، تهران: آیین.
شیخ، محمدعلی (1357). پژوهشی در اندیشههای ابن خلدون، تهران: دانشگاه ملی ایران.
کوچک‌زاده، رضا (1384). بازتاب عناصر طبیعت در تقلید و شبیه خوانی. مجموعه مقالات اولین همایش هم اندیشی هنر و عناصر طبیعت، تهران :فرهنگستان هنر.
ماسن، پاول هنری؛ کیکان، جروم؛ هوستون، آلتا کارول و کانجر، جان‌جین‌وی (1378). رشد و شخصیت کودک، ترجمه مهشید یاسایی، تهران: نشر مرکز.
مهرمحمدی، محمود و امینی، محمد (1380). طراحی الگوی مطلوب تربیت هنری در دوره ابتدایی.‌ فصلنامه علمی‌ پژوهشی علوم انسانی دانشگاه الزهرا، سال یازدهم، شماره 39، صص 245-219.
محمدی، احمد و فروغ، مهدی (1383). نگاهی‌ به تاریخ‌ نمایش در ایران، تهران: وزارت ‌فرهنگ و ارشاد اسلامی.
نصری‌نادر، آلبرت (1363). برداشت و گزیدهای از مقدمه ابنخلدون، ترجمه محمدعلی شیخ، تهران: دانشگاه شهید بهشتی.
Barry, N. H. (2008). The Role of integrated curriculum in music teacher education. Music Teacher Education, 18 (1), 27-38.
Bigge, M. L., & Shermis, S. S. (1992). Learning theories for teacher. NewYork, Harpercollins publishers.
Catterall, J. S. (2002). The Arts and the transfer of learning: learning in the arts and Student Academic and Social Development. Washington D.C, Arts education partnership.
Choi, H., & Piro, J. M. (2009). Expanding arts education in a digital Age. Arts Education Policy Review, 110 (3), 27-34.
Clark, G., Day, M., & Greer, D. (1989). Discipline–based art education: Origins, meaning and development. Chicago, university of Illinois press.
Consortium of National Arts Education Association. (1994). Dance. Music, Theatre, Visual Arts: what every young American should know and be able to do in the arts national standards for arts education Reston, music educators National conference.
Dobbos, S. M. (1998). Learning in and Through Art: A guide to discipline–Based Art education. Los Angeles, Getty education institute for the Arts.
Edmiston, B. (2000). Drama as ethical education. Research in Drama Education, 5 (1), 22-44.
Eisner, E. W. (1994). The Educational Imagination: On the Design and Evaluation of School Programs, Third Edition, Macmillan College Publishing Company, New York.
Eisner, E. W. (2005). Reimagining Schools: The selected works of Elliot Eisner. Selected Articles. Rout edge.
Gardner, H. (1999). Intelligence reframed: Multiple intelligence for the 21 century. New York, Basic books.
Gardner, H. (1991). The Unschooled mind: How children think and how schools should teacher, New York, Basic books.
Getty Education Institute for the Arts foundation. (1997). About discipline – based art education[on-line]. Available at: http://www.Artstudent getty. Edu/.
Graham, M. A., & Sims-Gunzenhauser, A. (2009). Advanced placement in Studio Art and secondary art education policy: countering the null curriculum. Art Education Policy Review, 110 (3), 71-97.
Krug, D., & Cohen, E. N. (2000). Curriculum integration positions and practices in art education. Studies in Art Education, 41 (3), 258-275.
Lemercier, C., & Trieot, A. (2005). Multimedia, comprehension and the psychology of learning: A review of four cognitive models[on- line]. Available at: http:// www. aace.org/edu/.
MCDonough, C., Stahmer A., & Schreibman, C. (1997). Deficits, Delays, and Distraction: an evaluation of symbolic play and memory in children with autism. Development of Psychopathic, 9 (3), 17-41.
Mishook, J. J., & Kornhaber, M. L. (2006). Arts Integration in an era of accountability. Arts Education policy Review, 107 (4), 3-11.
Paatela Nieminen, M. (2008). The Intertextual Method for Art Education Applied in Japanese paper Theatre a study on Discovering Intercultural Differences .Art and design education, 27 (1), 91-104.
Paige, R. (2004). Key Policy Letters Signed by the Education Secretary or Deputy Secretary. Washington D.C.: Department of education.
Pinar, W. F., Reynolds, W. M., Jlattery, P., Tauabman, P. M. (2002). Understanding Curriculum: An Introduction to The study of Historical and Contemporary Curriculum Discourses, New York.
Roucher, N., & Lorano- Kerr, J. (1995). Can The Arts Maintain Integrity in Integrity in Interdisciplinary Learning. Arts Education Policy Review. 90 (4), 20-25.
Seely-Brown, J. (2008). How to connect technology and Passion in The service of Learning. Chronicle of Higher Education, 55 (8), 55-67.
Sautter, C. (1994). An Arts education school reform strategy. Phi- Delta- Kappan, 75 (6), 432-437.
State of Florida, Department of State. (1996). Florida curriculum framework the arts: pre-k-12 sunshine state standards and in Situational Practices. The state of Florida, Department of State.
Tapajos, R. (2003). HIV/ Aids in the visual arts: Applying discipline – based art education (DBAE) to medical education. Medical Education, 37 (4), 563-570.
Wheat, B. M. (2005). Creating and teaching the Arts- in fused curriculum: A case study of Art, Music, and Drama in and exemplary elementary Classroom. For the Degree of philosophy in university of Texas, copyright by proquest.
Thorp, D. M., Stahmer Ac., & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Autism, 25 (4), 82-265.