Abstract:
In most of the education systems throughout the world, art is viewed as a
subject of study with secondary importance. This is while art, understood in
light of its profound impact on the development of human cultures, can perform
unique educational functions that are out of the reach of other subjects.
All-round education, therefore, is only obtained through an art-reach education
program.
Art education has been subject to a historical isolation and inattention in the
education system of Iran. Recently, though, policy makers have initiated a
comprehensive reform in this area. The initiative starts from the elementary
school and will cover all the stages of schooling in a piecemeal style.
This article presents the reader with an account of the current situation and
reviews the newly adopted art curricula for the elementary school. A critique of
the new curricula in light of the author’s version of an ideal curriculum
appears in the concluding section of the article.
Machine summary:
"The search for light, therefore, in dealing with the complex issue of change in educational systems must be guided by more grass root level initiatives and more professional wisdom supported by actions carried out in a real classroom setting.
A reflective practitioner, be it a teacher or a professional in any practical field, even when using research-based theories or techniques, is dependent on tacit recognition, judgments and skillful performances.
Within the field of education, the teacher, when conducting classroom practice according to this new framework, would appear as a scientist or researcher as well; someone who is a continual seeker of truth, the active, self-sufficient and growing professional (Zahoric, p.
Documentation of the existing experiences amounting to what Schõn refers to as “teacher reflective action”, or attempts by classroom teachers to experiment with an innovative idea to solve a practical teaching-learning problem, constituted the major goal of the first stage of implementation which was viewed favorably and responded enthusiastically by the teaching force in general.
The habitual and accustomed way of carrying out educative responsibilities, in other words, was perceived as problematic and teachers were, thus, challenged to consider the production of practical knowledge as an indispensable part of their professional duties (Fenstermacher, 1986).
The energy resulting from the clash of the old and the new understanding of what teaching entails , if treated thouhgtfully, could reach the state where the dominant mode of practice would be gradually transformed to a more defensible process of decision making and action by teachers ensuring the improvement of effectiveness indicators of the educational system."