A Comparative Study of Primary School Visual Arts Curriculum in Australia, Canada, Iran and Ireland

Abstract

The purpose of this study was a comparative investigation of visual arts education curricula in Australia, Canada, Iran and Ireland. The research method is qualitative comparative; the unit of observation and analysis is at macro level. The study population includes all countries of the world and country selection strategies are "similar systems, similar outputs" (Australia, Canada, Ireland) and "different systems, different outputs" (Iran) using purposeful sampling method. The findings were presented based on Bereday’s approach. Findings showed that teaching visual arts in Iran is less important than other school subjects compared to other countries. Also, there are limitation of time for teaching and lack of special space for visual arts curriculum. With respect to the goal component, the findings show that selected countries have jointly addressed issues of aesthetics, familiarity with history and culture, understanding of creativity and nature. Relating to the content component, all countries have pointed out importance of creativity and aesthetics. Also, Australia and Canada, compared to Iran and Ireland, have been more successful in recognizing and using Indigenous art in visual arts education. As for teaching strategies component, all selected countries refer to role of teacher facilitation in art education. Canada differs from Australia, Iran and Ireland in use of art professionals alongside teachers. In terms of educational materials and resources, all four countries have designated educational resources based on national curriculum and teacher guide. Regarding teaching and learning activities, Canada and Australia have a special focus on teaching visual arts based on art of indigenous peoples and are more flexible in implementing art program compared to Iran and Ireland. In terms of educational space, Iran is at a lower level compared to other three countries, while Ireland is a leader. From time aspect, Iran has allocated fewer hours to art curriculum compared to other countries. Referring assessment component, the findings show that use of formative-descriptive and portfolio methods are common in all selected countries, although in Iran there is no formal plan for assessment. According to findings and in order to develop the position of visual arts curriculum in formal education of Iran, it is recommended that art education and its components be seriously and properly considered by educational policy makers.

Keywords

• curriculum
• primary education
• visual arts