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Volume 20, Issue 104 (11-2021)                   علوم روانشناختی 2021, 20(104): 1267-1278 | Back to browse issues page


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keikha M, Kian M, Abbasi E, Aliasgari M. Identifying the structure and coordinates of the curriculum of indigenous arts in the second elementary school of sistan region. علوم روانشناختی 2021; 20 (104) :1267-1278
URL: http://psychologicalscience.ir/article-1-1368-en.html
Kharazmi University, Tehran, Iran
Abstract:   (505 Views)
Background: Empowering students by teaching professional skills appropriate to local conditions and general skills of employment and entrepreneurship, such as art curriculum based on indigenous arts of the province can be a suitable subject and activity for this work. But due to lack of support, many traditional arts in various parts of Iran, including Sistan, are declining or in disarray.
Aims: The aim of this study was done  to identify the components of the curriculum of indigenous arts in Sistan region in the second elementary school period.
Methods: The research was conducted in two stages with a qualitative research method. In the first stage, available documents, articles and written sources related to the subject were examined by data mining method and data was collected and this data collection continued until the stage of theoretical saturation. The data analysis of this step was done through thematic coding. In the second stage of the research, phenomenological method was used to study the life experiences of local artists in Sistan region. At this stage, the participants were selected by criterion-based purposive sampling, data collection tools, semi-structured interviews and information analysis by Claizey (1978).
Results: Based on research findings; 7 components of objectives, content, memory-learning, materials and resources, space and place, time and evaluation were extracted as components of the native arts curriculum of Sistan region. According to the results of the present study in Sistan region, the elements of the curriculum (objectives, content, teaching methods, teaching materials and resources, time, place and evaluation) and the role of each of these elements on art education, skills development, knowledge, ability And Attitudes, Creativity, Academic Success, Strengthening Communication, Verbal and Motor Skills, Five Senses, Developing Students 'Thinking Capacity, and Students' Social, Cultural, and Academic Education Using Art and Preparing Programs That Educate Make it attractive, enjoyable and effective; Be emphasized.
Conclusion: Pay attention to indigenous knowledge, preserving and promoting indigenous and local knowledge and identity, cultivating the spirit of aesthetics and developing existential capabilities are necessary for artistic expression in the indigenous art curriculum of Sistan region, and more research is needed to realize and implement it. In this regard
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Type of Study: Research | Subject: Special
Received: 2021/08/9 | Accepted: 2021/11/1 | Published: 2021/11/11

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