Introduction
The school field is an arena for preparing the actors of social life to play their roles and also to reproduce the material and non-material resources of society. It is in the school that diverse sciences are presented according to the requirements of the individual and the society so that the world and the structures are well-connected to each other. feed them. This is done with the use of new methods so that in addition to paying attention to the structural order, the creativity of the activists is also paid attention to. One of the fields and sciences that heralds creativity, change, and creation in society is art and artistic education. Art has been defined as an aesthetic experience, and the school field is a stepping stone for students to understand and experience the world of art and its aesthetic category. Students need art to develop their talent and also society need it for social dynamics. The human subject has always been looking for creation and creativity in the dimensions of his social life. From this point of view, art is not limited to a definition, but to institutionalize artistic interests and artistic education, it is necessary to create integrated programs in a codified and new form in the educational institution and school field. Goals
The goal of the current research is to know the status of the art curriculum in schools, thus how the field of art and art education is represented in schools. To analyze this problem qualitatively, let's define several sub-objectives below it, such as knowing the place of the art curriculum among other subjects in Tehran schools, so as to reach a recognition and understanding of how education and schools face this curriculum, also the place of experience and expertise in teaching the art curriculum, and the process of art education in schools.
Materials & Methods
The current research was carried out with a qualitative approach and the Grounded theory method. First, an exploratory interview was conducted with 19 teachers working in primary and secondary schools to clarify the issue, in the next step, after clarifying the questions, structured interviews were conducted with (11) teachers working in primary and secondary schools. They are teaching art or have previously taught this course. The concepts and categories were extracted through an open, central, and selective coding process.
Discussion & Result
The analysis of the study data and the constructed "theoretical model" show that: the causal conditions are “Lack of professional specialization, insignificant specialization, lack of artistic facilities, inappropriate environment, ineffective headlines, inappropriate content”. The central phenomenon is“art, a de-glorified program”. Intervening conditions: “no idea of a workshop class, disciplinary approach, lack of educational facilitation, discipline-oriented education” and Consequences: Incomplete/degraded value, caricatural and fantasy importance, utilization of art, artificialization of the art program, abandoned curriculums, growing imitators, immaturity of art as a curriculum.
Conclusions
The current research results showed that education and upbringing with policies structurally followed at the macro and micro levels, consciously or unconsciously, represent a kind of marginal and devalued formal art curriculum. In this context, it becomes clear that experience and expertise are not the determinant factor for choosing a teacher for the course, this renders a message to students and parents that art is considered to be of no academic importance. These conditions are ineligible for art education, which has the dimensions of creativity, artistic production, and aesthetic products. Therefore the issue of art education in the school field has become a critical challenge. In this situation, few experts in this field have lost enough motivation to continue serious work.