Document Type : Research Paper
Authors
1 Department of Elementary Education, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran.
2 Department of Elementary Education, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran.
3 Department of Elementary Education, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran
Abstract
This research aimed to investigate the attitudes of teachers and students in the second cycle of elementary education regarding the implementation of the art curriculum. A qualitative survey method with an inductive approach was employed. Participants included all teachers and students from the second cycle of elementary education in Qods City during the 1404-1403 academic year, with 10 teachers and 10 students selected through purposeful sampling. The research instrument was a semi-structured interview, with data extracted via thematic analysis using MAXQDA software, organized around four core elements of the curriculum. Results indicated that diverse cognitive, attitudinal, and skill-based objectives were achieved in both teachers’ and students’ attitudes, with attitudinal objectives appearing most frequently. Regarding content, both groups focused on occasion-based material, activity diversification, and an integrated approach to art. Teachers also noted the use of subjective resources and students’ prior art experiences. Student attitudes revealed interest in presented content and overlooking certain artistic materials. In teaching methods, both groups emphasized simple, low-cost tools and materials, employing both traditional and modern techniques, with traditional methods being more prevalent. Teachers highlighted student preparation and participation, while students expressed diverse preferences for art class execution. In evaluation, both groups stressed feedback variety and both qualitative and quantitative criteria, with a greater emphasis on qualitative measures. Overall, findings suggest that the art curriculum undergoes changes from its development to implementation, potentially weakening its standing. Therefore, continuous teacher training and a review of the art curriculum content are recommended for educational authorities.
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