Comparative study of art curriculum at elementary school level of Irān and Japan

Abstract

The present paper attempts to portrait aims, principles, approaches, content, how to perform, evaluation, and other characteristics of the art curriculum in a logical manner, while deeply investigating Iran and Japan's art curriculum. To achieve this purpose, first the art curriculum in both countries was reviewed. Then, with a reflection on this curriculum again, the elements were deduced and the analysis and conclusion were made through comparing them. It was a comparative study and it has been done using the method of George Brady. In general, the results of comparison and evaluation showed that the art education in our country's education system faces with, on the one hand, theoretical and intellectual limitations, and on the other hand with executive and practical barriers and limitations, compared with Japan. Theoretical limitations stems from the lack of belief of educational planners and educators in the necessity and the special role of art education in the development of various skills and abilities of students and the realization of different goals of the educational system. For this reason, art education in our country always has a secondary and marginal role and position in the school curriculum. Executive barriers also address the major shortcomings and problems that are associated with the proper implementation of the art curriculum at schools.

Keywords

• art curriculum
• iran
• japan
• elementary school level