مطالعه کیفی جایگاه هنر و تربیت هنری در نظام آموزشی کشور
آرشیو
چکیده
هدف اصلی این پژوهش کیفی تبیین و مستندسازی جایگاه هنر و تربیت هنری در نظام آموزشی کشور و بازنمایی مشکلات مبتلا به آن از طریق بررسی این سؤال مبنایی است که اصولاً وضعیت فعلی اجرا و تدریس هنر در مدارس متوسطه کشور به چه صورت است؟ پاسخ به این سؤال از طریق تحلیل وضعیت تدریس و جایگاه درس هنر در یک مدرسه متوسطه دوره اول و با استفاده از روش خبرگی و نقادی تربیتی آیزنر انجام شد. در این روش، وضعیت و مشکلات موجود هنر و تربیت هنری در قالب چهار مرحله توصیف، تفسیر، ارزشیابی و مضمون یابی مورد واکاوی و تحلیل عمیق قرار گرفت. اطلاعات مورد نیاز پژوهش نیز از طریق مشاهده، تصویربرداری و مصاحبه با کادر مدیریتی و آموزشی و دانش آموزان مدرسه جمع آوری و سپس سازماندهی و مورد تحلیل قرار گرفت. یافته های حاصل از پژوهش نشان داد که علی رغم آنکه در برنامه های آموزشی و درسی دوره متوسطه اول، هنر در قالب یک کتاب درسی مدوّن وجود دارد؛ ولی عملاً تدریس و اجرای این حوزه مهم با محدودیت ها و تنگناهای مختلفی مواجه است و شرایط لازم برای تحقق اهداف هنری و زیبایی شناختی نظام آموزشی وجود ندارد. بدیهی است این امر منجر به آن می شود که بخش قابل توجهی از ظرفیت های هنری و زیبایی شناختی دانش آموزان رشد و شکوفا نشود. براین اساس، ضرورت دارد که جایگاه و نقش هنر در نظام آموزشی کشور از جمله در دوره متوسطه اول مورد تأمل و تجدیدنظر واقع شده و اصلاحات لازم در آن انجام بگیرد.A qualitative study of the position of art and art education in the educational system
Introduction: The educational system of every society is responsible for planning and implementing measures to develop the diverse talents of students-talents that reflect their God-given existential capacities-so that the true meaning of education, defined as the balanced and harmonious development of learners, can be realized. It is assumed that schools should consider these diverse talents in a balanced and coordinated manner. In this regard, one of the most important goals and functions of the educational system is the growth and development of students’ artistic and aesthetic capacities and talents, which is generally referred to as art education.Art education facilitates learners’ cognitive and scientific development and contributes to achieving goals in various cognitive, emotional, and skill-based domains. In addition, art and art education provide individuals and members of society with a unique perspective and insight, as well as positive and elevated behavioral, moral, and social characteristics. These qualities enable meaningful and effective participation in the various dimensions of life and, at the macro level, contribute to the formation of a healthy society. Art also supports the achievement of goals such as fostering a connection with nature, promoting harmony between humans and the natural world, stimulating artistic production, developing familiarity with the history and cultural heritage of both domestic and international art, and encouraging critical engagement with art.In light of the above, examining the fundamental question of to what extent art and art education receive attention in schools-and identifying the obstacles and challenges in this area-can lead to a deeper understanding of the current situation and help provide the necessary foundation for implementing reforms and improvements in art-related educational activities.Research Objective: The main objective of this qualitative research is to explain and document the position of art and art education within the country’s educational system and to identify the challenges it currently faces. To achieve this goal, the primary research question is: “What is the current status of art implementation and teaching in a first-year secondary school?”Methodology: In this qualitative study, the evaluation method of “educational connoisseurship and criticism” proposed by Eisner is employed. In this research, the authors aim to investigate the status of art and art education in the country’s educational system by analyzing the school environment, the implementation of educational programs, and the teaching of art in the first year of secondary school.Using this method, the current conditions and challenges of art and art education are examined in depth through four stages: description, interpretation, evaluation, and thematic analysis. Data were collected through observation, photography, and interviews with school management, teaching staff, and ninth-grade students, and subsequently organized and analyzed.Key Findings: The most significant findings regarding the status of art and art education in schools are as follows:The use of various artistic, visual, and aesthetic elements to decorate the educational environment.The absence of appropriate spaces dedicated to conducting art lessons.A lack of specialized teachers for art instruction in most schools, with teachers from other subjects assigned to fulfill teaching quotas.Insufficient and inadequate equipment and resources for teaching art effectively.Conclusion: The findings of this study indicate that, although an official art curriculum exists in the form of a codified textbook for junior high school, its practical implementation faces numerous constraints. These limitations result in the underdevelopment and suppression of students’ artistic and aesthetic potentials.Based on both theoretical insights and empirical evidence, it is clear that art and art-related activities in the country’s schools are hindered by various challenges and structural obstacles. On one hand, these issues stem from epistemological and theoretical perspectives at the macro-policy level that diminish the significance of art education in curriculum planning. On the other hand, the general neglect of art by educational decision-makers, the shortage of trained human resources, and inadequate facilities have collectively marginalized this subject.As a consequence, art has been relegated to an undervalued and neglected part of the curriculum in many schools and educational institutions. From this perspective, in order to accurately assess and improve the status of art education, it is essential that policymakers, school administrators, teachers, principals, and parents recognize the importance of art as an independent and essential component of the curriculum. In addition, schools should actively promote awareness of artistic fields and trends among students to cultivate interest in the arts. Farhangian University, as the principal institution responsible for teacher education in the country, should allocate sufficient quotas and resources for training specialized art educators so that the subject is taught by qualified professionals. Moreover, it is crucial for educational authorities to address the lack of artistic facilities in schools and take the necessary steps to equip educational institutions with the appropriate tools, resources, and technologies to support artistic and aesthetic activities.
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