A Comparative Study of Art Curriculum in Iranian, Japanese, and Canadian Primary Schools: Emphasizing Curriculum Elements

Document Type : Original Article

Authors

1 PhD in Educational Management, Official Faculty of Farhangian University, Iran, Tehran

2 Bachelor Student, Farhangian University, Bint Al-Huda Sadr Campus, Ardabil, Iran.

Abstract

The importance of the place of art in the curriculum has provided the foundations for the formation of an educational movement for the revival of art in educational systems, especially in advanced and industrialized countries. The present study was conducted with the aim of comparative study of art curriculum with emphasis on its elements in primary schools of Iran, Japan and Canada. The current research method is qualitative and of a comparative type, in which George Brady's method is used in the form of 4 stages of description, interpretation, comparison and comparison. The data collection tools of this research are library type and the materials have been collected through the review of research articles and a review of domestic and foreign journals(from 2000 to 2022) as well as books related to the present research. Based on the findings, in schools in Iran, Japan and Canada, there are similarities and differences in the objectives, content, method and evaluation of the art curriculum. But despite some similarities between the elements of the Iranian school art curriculum and schools in Japan and Canada, this curriculum in Iran has many obstacles and limitations, such as lack of sufficient facilities for art education, not allocating enough time for it, and ignoring it by officials. Relevant, not paying attention to the individual differences and different needs of each student and others. Therefore, it is better to use the experiences of developed countries, especially those that have been pioneers in the field of teaching art and have achieved high degrees, and nurture the artistic talents of students.

Keywords

References

Adal, R. (2009). Nationalizing aesthetics: Art education in Egypt and Japan 1872-1950. Harvard University ProQuest Dissertations Publishing.
Green, L., & Mitchell, R. (2002). Art 7-11: Developing primary teaching skills (Curriculum in Primary Practice), New York, published in the Taylor & Francis e-Library.
Hanley, B. (1994). Canadian arts education: A critical analysis of selected elementary curricula. Canadian Journal of Education, 19(3), 197-214.
Ishizaki, K. (2003). Postmodern approach to art appreciation for integrated study in Japan. Aesthetic Education, 37(4), 64-73.
Javaheri pour, I., Abbasi, E., Kian, M., & Hasan pour, M. (2021). A comparative study of the elementary school visual arts curriculum in Australia, Canada, Iran and Ireland. Iranian Journal of Comparative Education, 4(2), 1097-1116.
Khosravi Mashizi, M., Soltani, A., & Alinejad, M. (2020). A comparative study of arts education curriculum of primary schools in Iran and Canada. Iranian Journal of Comparative Education, 2(3), 298-323.
Magdeline, C., & Mamvuto, A. (2018). Teaching the arts in the primary school curriculum: what strategies imbue the integrative arts subjects?, Studies in Art Education, 59(2), 145-158.
Makiko, D. (2010). Pedagogy of art education: A comparison of elementary art instruction in Japan and the U.S. Kobe College Studies, 57(1), 13-30.
Morrison, A. (2006). Art education, history, politics, arts, science & more. The Canadian Encyclopedia, Last Edited March 4, 2015. Www.thecanadianencyclopedia.ca .
O Donoghue, D. (2020). Inheriting art education. Studies in Art Education, 61(1), 3-9.
Okazaki, A., & Nakamura, K. (2003). Symposium: Aesthetic Education in Japan Today. The Journal of Aesthetic Education, 37(4), 1-3.
Toshio, N. (2003). Art education in lower secondary schools in Japan and The UK. Aesthetic Education, 37(4), 101-107.

Files

History

  • Receive Date: 20 December 2021
  • Revise Date: 01 February 2023
  • Accept Date: 12 February 2023

Share

How to cite

Statistics