Araştırma Makalesi
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Identification of Current Art Education Approaches in Iran's Middle School Period Art Education

Yıl 2012, Cilt: 3 Sayı: 3, 50 - 64, 06.03.2012

Öz

As one of multiple forms of literacy, art can cause human to achieve knowledge and insight. The main question is why The curricula and The objectives of the course of art education in Iran's Middle school have not changed since 1990 and when 647th meeting of Iran High Council for Education was held. This subject can be studied as to various visions or approaches to art education. The main purpose is what approaches can be considered so important and valuable in Iran's Middle school art education. Another problem in art education is the lack of correct understanding of art education approaches involved in middle school art education. This study was analytic (theoretical), synthetic and content analysis. All middle school art text-books in the academic year of 2010-2011 were studied by using content analysis. In this content analysis and integration study, traditional, thinking disposition, integration, DBAE, creative problem solving, preparing for the world of work, and promoting academic performance approaches were studied and explored in the current approved objectives for art education, the curriculum and syllabuses of art teacher training programs, the content of middle school art textbooks, and the NCin Iran's case. The results showed that the dominant approach in the current approved objectives is visual culture vision and in both the curriculum and syllabuses of art teacher training programs, and the content of middle school art textbooks is art production approach. In the NC, thinking disposition, aesthetic, and DBAE approaches have been considered. Knowledge-domains in the current approved objectives for art education more relates to knowing that, and knowing how is more obvious in both the curriculum and syllabuses of art teacher training, and the content of middle school art textbooks, while The NC contains several knowledge kinds. It is expected that the content and curriculum of Iran's middle school art education improve with applying the NCin the next future.

Kaynakça

  • Amini, M.(2001). Designing an appropriate art education pattern for primary school.A doctoral dissertation.Tarbiyat-e-Modarres University.
  • Appel, M.P.(2006,November/December).Arts integration across the curriculum. Leadership,19-47.
  • Barry, N. H. (2008). The Role of integrated curriculum in music teacher education. Music Teacher Education, 18(1), 27-38.
  • Barry, N. H., Dell, C., Raiber, M. A., & Gunzenhaser. M .G.(2005). Oklahoma at school research report year three(2004-2005). university of central oklama.
  • Best, D.(1992).Reason and feeling in the arts. London, Falmer.
  • Bresler, L.(2002).Harry Broudy on the cognitive merits of music. education: Implications for research and practice of arts curriculum. Art Education Policy Review,110(3), 27-34.
  • Bresler, L., & Thompson, c .M.(2002).The Children’s live: Context, culture and curriculum. Kluwer academic publisher, New York, Boston, dordrecht, Londen, Moscow.
  • Broudy, H.S.(1987).The Role of imagery in learning. The Getty education institute for the arts, Occasional paper.
  • Bruner, J. (1979). On knowing: Essays for the left hand. Cambridge: The Belknap Press of Harvard University Press.
  • Catterall, M. R., & Wadorf, L. (1999). Chicago arts partnership in education summery evaluation.Washington,DC,The President’s Committee on the arts and Humanities.
  • choi, H ., & Piro ,J. M. (2009). Expanding arts education in a digital Age. Arts education Policy review, 110(3), 27-34.
  • Clarc, G.A., Day, M. D., & Grreer, W.D. (1987). Discipline-based art education: Becoming students of art. Aesthetic Education, 21(2), 129-193.
  • 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.
  • Cunliffe, L. (2005). The Problematic relationship between knowing how and knowing that in secondary art education. Oxford review of education,31(4), 547-556.
  • Cunliffe, L.(2010).Representing and practicing meaningful differences in a well-structured but comply art curriculum. Curriculum Studies,42(6), 727-750.
  • Currie, G. (1992). Art, the mind and the brain: Validating a measure of aesthetic development for museums and schools, ILV Review, 2( 2), 74-89.
  • Dewey, J. (1934). Art as experience. New York: Penguin Putnam Inc.
  • Dobbos, S.M. (1998). Learning in and through art: A guide to discipline – Based Art education. LosAngeles, Getty education institute for the Arts.
  • Duke, L. L. (1999). Looking back, Looking forward. Art Education Policy Review, 101(1), 3-7.
  • Dwyer, M. C. (2011). Reinvesting in arts education: Winning America’s future through creative schools. Washington, DC Press.
  • Efland, A. D. (1984). Curriculum concepts of the penn state seminar: An evaluation in retrospect. Studies in Art Education,25(4), 205-211.
  • Efland, A. D., Freedman, K., & Stuhr, P. (1996). Postmodern art education: an Approach to curriculum. Reston, Virginia, NAEA.
  • Eisner, E. (1972). Educating artistic vision. New York, Macmillan.
  • Eisner, E. (1986). The Role of discipline-based art education in America’s schools. The Getty institute for education in the arts, Occasional paper.
  • Eisner, E. (2004). The arts and the creation of mind. New Haven: Yale University Press.
  • Eisner, E.(2005). Reimagining schools: The selected works of Elliot Eisner. Selected Articles. Rutledge.
  • Field, D.(1972). Change in art education. London, Rutledge &Keegan.
  • Gardner, H. (1990). Art education and human development. The Getty education institute for art.Occasional paper.
  • Gaudelius, Y., & Speirs, P. (2005). Contemporary issues in art education. Upper saddle river, NJ: Pearson education, Jnc.
  • Ghorchiani, M. (1995). The Situation of art education at The middle school. MD dissertation.Tarbiatmodares university.
  • Goodman, N. (1976). Languages of art. Indianapolis: Hackett.
  • Green, L. (2001). How popular musicians learn. Burlington, VT: Ashgate.
  • Greer, W. D. (1984). Discipline-based art education: Approaching art as a subject of study. Studies in art education, 25(4), 212-218.
  • Harati, M.M. (1987). Art education for teachers.Tehran, Text-book Design and Composition Group in Education Ministry.
  • Hosainierohoamini, J. (2001). The evolution of primary school curricula.Secretariat of High Council of Education, forth edition.
  • Joozi, H. (2008). Art education methods and techniques. Tehran, Madraseh, first edition.
  • Kazemi, A. (1996). The Placement of art instruction at the middle school from teachers and students' viewpoints.Tehran, Institute of Education Studies.
  • Kollias, A. (1997). Aesthetic perception in educational context: the meditational role of teacher- students’ interactions: Retrieved May 2, 2009, from http//: www. Clab. edc. Uocgr.
  • Koochakzade, R. (2005). The reflection of natural elements in imitation and performing Ta'ziye. The proceeding of the first conference on Art and Natural Elements, Art Academy Publication.
  • Krug, D., & Cohen , E. N. (2000). Curriculum integration positions and practices in art education. studies in Art Education, ,41 (3), 258-275.
  • Langer, S. (1953). Feeling and form: A theory of art developed from ‘Philosophy in a New Key’. New York: Scribner.
  • Leondar, B., & Perkins, D. (1977). The Art and cognition. John Hopkins university press.
  • Mehrmohamadi, M. (2004). Art education as general education: What, Why, How. Tehran, Madrese.
  • Mirzabeygi, H. (1991). The Role of art in children education and mental health. Tehran, Madreseh
  • Paige, R. (2004). Key policy letters signed by the education secretary or deputy secretary.Washington D.C, Department of education.
  • Pamela, P. J.(2000). Culture of curriculum.Mahwa. NJ: Lawrence Erlbaum Association.
  • Perkins, H.S. (1994).The Eye: Learning to think by looking at art. The Getty education institute for the art.Occasional paper No 4.
  • Reimer, B.(1992).What Knowledge is of most worth in the arts? In Reimer, B & Smith, R.A(eds). Education and aesthetic knowing, NSSE qist Yearbook, Chicago.
  • National Curriculum Secretariat. (2001). National Curriculum.Tehran, Ministry of Education press.
  • Saberi, R., & Mahram, B. (2011). The Place of Artistic Facets & Structure of Meaning in Art Teaching Text-books at the middle School Period Education,45(3), 45-63.
  • Scheffl er, I. (1991). In praise of the cognitive emotions and other essays in the philosophy of education. New York: Routledge.
  • Seely-Brown, J. (2008). How to connect technology and Passion in The service of Learning.Chronicle of Higher Education, 55(8),55-67.
  • Shaeikh, M. (1978). Research in Ibn-Khaldon works.Tehran, National university press.
  • Smith, B. (1988). Knowing how vs. Knowing that: Practical knowledge: Out lines of a theory of traditions and skills. London, Croom Helm.
  • Smith, R. A. (2001). A View from aesthetic education. Research Studies in Music Education,1(17), 60- 69.
  • Smithrim, K., & Uptis, R. (2005). Learning through the art: Lessons of engagement.
  • Canadian Journal of Education,28(1&2),109-127.
  • 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.
  • Stankiewicz, M.A. (2000). Discipline and the future of art education. Studies in Art Education,41(4), 301- 315.
  • Taggart, G. W; Karen, S. C. (2004). International review of curriculum and assessment frameworks . National Foundation for Educational Research(NFER).
  • Tanner & Tanner. (1995). Curriculum Development: Theory into Practice. (3rd ed.). Columbus: Prentice Hall U.S. Department of Education, NationalCenter for Education Statistics. (2005). The Condition of Education 2000. (NCES 2005-094).
  • Tapajos, R. (2003). HIV/ Aids in the visual arts: Applying discipline – based art education (DBAE) to medical education. Medical Education , 37(4) , 563-570.
  • Taylor, R. (1986). Education for art. Harlow, Longman.
  • Tolumin, S. (1999). Knowledge as shared procedures: perspectives on activity theory. Cambridge university press.
  • 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.
  • Winnner, E., &Hetland, L. (2000). The Arts and academic improvement: What the evidence shows[special issue]. Aesthetic Education, 34(3/4).
  • Zakin, A.(2005). A Vygotskian approach to art education: Cognitive functioning in the artistic process. Dissertation for the degree of doctor of philosophy in education, New York university.

İran' da Ortaokul Sanat Eğitiminin Güncel Sanat Eğitimi Yaklaşımları Açısından Değerlendirilmesi

Yıl 2012, Cilt: 3 Sayı: 3, 50 - 64, 06.03.2012

Öz

Sanat sadece duyguları değil karmaşık düşünce ve hayal gücünü de kapsar. Okur- yazarlığın çeşitlerinden biri olan sanat, insanoğlunun ilim ve irfana ulaşmasını sağlar. 1990 yılında 647. si düzenlenen yüksek eğitim şurasından beri İran ortaokullarında sanat eğitimi dersinin müfredatının ve hedeflerinin değişmemiş olması süregelen bir sorundur. Bu sorun, sanat eğitimine çeşitli bakış açıları ve yaklaşımları bağlamında değerlendirilebilir. Bu çalışmanın ana amacı İran ortaokullarındaki sanat eğitiminde hangi yaklaşımların önemli ve değerli olarak görüldüğünü tespit etmektir. Yöntem: Bu çalışmada içerik analizi yapıldı. 2010-2011 akademik yılındaki tüm ortaokul sanat kitapları içerik analizleri yapılarak çalışıldı. Analiz ve bütünleştirmeye dayanan bu çalışma boyunca sanat eğitimi hedefleri, sanat öğretmeni eğitiminin müfredatı, ortaokul sanat kitapları içeriği ve İran şartlarında Ulusal Programın en son desteklenen halleri ışığında, geleneksel, düşünce bazlı, bütünleşmiş, DBAE yaklaşımı, yaratıcı problem çözme yöntemi, iş hayatına hazırlayıcı ve akademik başarıyı destekleyici yaklaşımlar çalışıldı ve araştırıldı. İnteraktif araştırma kullanılarak, uzmanlık alanları ile sanat eğitimi yaklaşımları arasındaki kavramsal koordinasyon ve desteklenen sanat eğitimi akımı ile ortaokul sanat kitabı içerikleri, sanat öğretmeni yetiştirme programları müfredatı ve Ulusal Program eşleştirmesi yapıldı. Sonuçlar: Bulgular gösteriyor ki en son desteklenen hedeflerden en baskın olan yaklaşım görsel kültürdür ki bunun üçü görsel sanat vizyonu, ikisi düşünce bazlı, biri sanat üretimi ve ikisi de soyut ve geneldir. Öğretmen yetiştirme programlarının müfredatındaki sanat dersleri incelendiğinde sanatın sınırlı bir bölümüne odaklandığı görülmektedir. Dünyada bilinen sanatların sadece bir bölümü olan görsel sanat (sanat ürünü) bu duruma örnek gösterilebilir. Düşünce bazlı, estetik ve DBAE yaklaşımlar düşünüldüğünde, Ulusal Program'da program içerisindeki sanat eğitimine genel yaklaşımda görsel kültürün etkileri görülmektedir. Toplamda sanat üretimi yaklaşımı 883 (61/26%) gözlenebilen frekansla ve kültür vizyonu olan dünya (İran İslamcısı olmayan) 3 (.33%) gözlenebilen frekansla ortaokul sanat kitaplarındaki en yüksek ve en düşük derecelere sahiptirler. Sanat üretimi, estetik, sanat eleştirisi, sanat tarihi olmak üzere dört ayrı bölümü kapsayan DBAE yaklaşımı, 79/ 47% ile ortaokul sanat kitaplarının içeriğindeki en yüksek frekansa sahiptir. Sanat eğitiminde desteklenen akımın içindeki Uzmanlık alanları daha çok bilmek ile bağlantılıdır. Nasıl olduğunu bilmek ise hem sanat öğretmeni eğitimi müfredatında hem de ortaokul sanat kitaplarında daha belirgindir. Bunun yanında Ulusal Program birçok bilgi çeşidi içerdiğinden nasıl bilgisi (sanat üretimi), bilgi (sanat tarihi) , ne ile bilgisi (sanat eleştirisi) ve niçin bilgisi (estetik) öğrenme alanları, kısmı net değildir. Öneriler: Bulgulara göre, bazı öneriler geliştirilmiştir. Bu öneriler şunlardır: İran ortaokullarındaki sanat eğitimi müfredatı araştırmaları yapılmalı ve müfredat gelişimi doğrultusunda uygun yaklaşımlara yer verilmelidir. Sanat eğitiminde bütünleştirici yaklaşım ve ana fikre dikkat edilmelidir Diğer yandan, amaçlar, içerik, yöntem, değerlendirme gibi müfredat öğeleri açıklanmalıdır. Sanat eğitimi müfredatı geliştirilmesinde ulusal ve bölgesel özelliklerin göz önünde bulundurulması gerekmektedir. Sanat eğitiminin karmaşık ağındaki tüm etki etmenlerinin, sanat eğitimi müfredatı geliştirilmesi dahilindeki konu, içerik, öğrenen ve öğreten (neden, ne, nasıl ve kim) gibi unsurlarla birleştirilerek ele alınması daha sağlıklı sonuçlar doğurabilir.

Kaynakça

  • Amini, M.(2001). Designing an appropriate art education pattern for primary school.A doctoral dissertation.Tarbiyat-e-Modarres University.
  • Appel, M.P.(2006,November/December).Arts integration across the curriculum. Leadership,19-47.
  • Barry, N. H. (2008). The Role of integrated curriculum in music teacher education. Music Teacher Education, 18(1), 27-38.
  • Barry, N. H., Dell, C., Raiber, M. A., & Gunzenhaser. M .G.(2005). Oklahoma at school research report year three(2004-2005). university of central oklama.
  • Best, D.(1992).Reason and feeling in the arts. London, Falmer.
  • Bresler, L.(2002).Harry Broudy on the cognitive merits of music. education: Implications for research and practice of arts curriculum. Art Education Policy Review,110(3), 27-34.
  • Bresler, L., & Thompson, c .M.(2002).The Children’s live: Context, culture and curriculum. Kluwer academic publisher, New York, Boston, dordrecht, Londen, Moscow.
  • Broudy, H.S.(1987).The Role of imagery in learning. The Getty education institute for the arts, Occasional paper.
  • Bruner, J. (1979). On knowing: Essays for the left hand. Cambridge: The Belknap Press of Harvard University Press.
  • Catterall, M. R., & Wadorf, L. (1999). Chicago arts partnership in education summery evaluation.Washington,DC,The President’s Committee on the arts and Humanities.
  • choi, H ., & Piro ,J. M. (2009). Expanding arts education in a digital Age. Arts education Policy review, 110(3), 27-34.
  • Clarc, G.A., Day, M. D., & Grreer, W.D. (1987). Discipline-based art education: Becoming students of art. Aesthetic Education, 21(2), 129-193.
  • 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.
  • Cunliffe, L. (2005). The Problematic relationship between knowing how and knowing that in secondary art education. Oxford review of education,31(4), 547-556.
  • Cunliffe, L.(2010).Representing and practicing meaningful differences in a well-structured but comply art curriculum. Curriculum Studies,42(6), 727-750.
  • Currie, G. (1992). Art, the mind and the brain: Validating a measure of aesthetic development for museums and schools, ILV Review, 2( 2), 74-89.
  • Dewey, J. (1934). Art as experience. New York: Penguin Putnam Inc.
  • Dobbos, S.M. (1998). Learning in and through art: A guide to discipline – Based Art education. LosAngeles, Getty education institute for the Arts.
  • Duke, L. L. (1999). Looking back, Looking forward. Art Education Policy Review, 101(1), 3-7.
  • Dwyer, M. C. (2011). Reinvesting in arts education: Winning America’s future through creative schools. Washington, DC Press.
  • Efland, A. D. (1984). Curriculum concepts of the penn state seminar: An evaluation in retrospect. Studies in Art Education,25(4), 205-211.
  • Efland, A. D., Freedman, K., & Stuhr, P. (1996). Postmodern art education: an Approach to curriculum. Reston, Virginia, NAEA.
  • Eisner, E. (1972). Educating artistic vision. New York, Macmillan.
  • Eisner, E. (1986). The Role of discipline-based art education in America’s schools. The Getty institute for education in the arts, Occasional paper.
  • Eisner, E. (2004). The arts and the creation of mind. New Haven: Yale University Press.
  • Eisner, E.(2005). Reimagining schools: The selected works of Elliot Eisner. Selected Articles. Rutledge.
  • Field, D.(1972). Change in art education. London, Rutledge &Keegan.
  • Gardner, H. (1990). Art education and human development. The Getty education institute for art.Occasional paper.
  • Gaudelius, Y., & Speirs, P. (2005). Contemporary issues in art education. Upper saddle river, NJ: Pearson education, Jnc.
  • Ghorchiani, M. (1995). The Situation of art education at The middle school. MD dissertation.Tarbiatmodares university.
  • Goodman, N. (1976). Languages of art. Indianapolis: Hackett.
  • Green, L. (2001). How popular musicians learn. Burlington, VT: Ashgate.
  • Greer, W. D. (1984). Discipline-based art education: Approaching art as a subject of study. Studies in art education, 25(4), 212-218.
  • Harati, M.M. (1987). Art education for teachers.Tehran, Text-book Design and Composition Group in Education Ministry.
  • Hosainierohoamini, J. (2001). The evolution of primary school curricula.Secretariat of High Council of Education, forth edition.
  • Joozi, H. (2008). Art education methods and techniques. Tehran, Madraseh, first edition.
  • Kazemi, A. (1996). The Placement of art instruction at the middle school from teachers and students' viewpoints.Tehran, Institute of Education Studies.
  • Kollias, A. (1997). Aesthetic perception in educational context: the meditational role of teacher- students’ interactions: Retrieved May 2, 2009, from http//: www. Clab. edc. Uocgr.
  • Koochakzade, R. (2005). The reflection of natural elements in imitation and performing Ta'ziye. The proceeding of the first conference on Art and Natural Elements, Art Academy Publication.
  • Krug, D., & Cohen , E. N. (2000). Curriculum integration positions and practices in art education. studies in Art Education, ,41 (3), 258-275.
  • Langer, S. (1953). Feeling and form: A theory of art developed from ‘Philosophy in a New Key’. New York: Scribner.
  • Leondar, B., & Perkins, D. (1977). The Art and cognition. John Hopkins university press.
  • Mehrmohamadi, M. (2004). Art education as general education: What, Why, How. Tehran, Madrese.
  • Mirzabeygi, H. (1991). The Role of art in children education and mental health. Tehran, Madreseh
  • Paige, R. (2004). Key policy letters signed by the education secretary or deputy secretary.Washington D.C, Department of education.
  • Pamela, P. J.(2000). Culture of curriculum.Mahwa. NJ: Lawrence Erlbaum Association.
  • Perkins, H.S. (1994).The Eye: Learning to think by looking at art. The Getty education institute for the art.Occasional paper No 4.
  • Reimer, B.(1992).What Knowledge is of most worth in the arts? In Reimer, B & Smith, R.A(eds). Education and aesthetic knowing, NSSE qist Yearbook, Chicago.
  • National Curriculum Secretariat. (2001). National Curriculum.Tehran, Ministry of Education press.
  • Saberi, R., & Mahram, B. (2011). The Place of Artistic Facets & Structure of Meaning in Art Teaching Text-books at the middle School Period Education,45(3), 45-63.
  • Scheffl er, I. (1991). In praise of the cognitive emotions and other essays in the philosophy of education. New York: Routledge.
  • Seely-Brown, J. (2008). How to connect technology and Passion in The service of Learning.Chronicle of Higher Education, 55(8),55-67.
  • Shaeikh, M. (1978). Research in Ibn-Khaldon works.Tehran, National university press.
  • Smith, B. (1988). Knowing how vs. Knowing that: Practical knowledge: Out lines of a theory of traditions and skills. London, Croom Helm.
  • Smith, R. A. (2001). A View from aesthetic education. Research Studies in Music Education,1(17), 60- 69.
  • Smithrim, K., & Uptis, R. (2005). Learning through the art: Lessons of engagement.
  • Canadian Journal of Education,28(1&2),109-127.
  • 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.
  • Stankiewicz, M.A. (2000). Discipline and the future of art education. Studies in Art Education,41(4), 301- 315.
  • Taggart, G. W; Karen, S. C. (2004). International review of curriculum and assessment frameworks . National Foundation for Educational Research(NFER).
  • Tanner & Tanner. (1995). Curriculum Development: Theory into Practice. (3rd ed.). Columbus: Prentice Hall U.S. Department of Education, NationalCenter for Education Statistics. (2005). The Condition of Education 2000. (NCES 2005-094).
  • Tapajos, R. (2003). HIV/ Aids in the visual arts: Applying discipline – based art education (DBAE) to medical education. Medical Education , 37(4) , 563-570.
  • Taylor, R. (1986). Education for art. Harlow, Longman.
  • Tolumin, S. (1999). Knowledge as shared procedures: perspectives on activity theory. Cambridge university press.
  • 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.
  • Winnner, E., &Hetland, L. (2000). The Arts and academic improvement: What the evidence shows[special issue]. Aesthetic Education, 34(3/4).
  • Zakin, A.(2005). A Vygotskian approach to art education: Cognitive functioning in the artistic process. Dissertation for the degree of doctor of philosophy in education, New York university.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri ve Alan Eğitimi Bilimleri
Yazarlar

Reza Saberi

Hossain Sani

Javad Ghandili

Hossain Kareshki

Yayımlanma Tarihi 6 Mart 2012
Yayımlandığı Sayı Yıl 2012Cilt: 3 Sayı: 3

Kaynak Göster

APA Saberi, R., Sani, H., Ghandili, J., Kareshki, H. (2012). Identification of Current Art Education Approaches in Iran’s Middle School Period Art Education. E-Uluslararası Eğitim Araştırmaları Dergisi, 3(3), 50-64.

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