Representation of art domain as learning Curriculum in the school field from the perspective of teachers; (Study case: schools in Tehran)

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Authors

1 -Ph.D. student in Sociology of Social Development – Rural, Department of Social Development Studies, Faculty of Social Sciences, University of Tehran

2 Associate research professor of Sociology, Department of Social Studies, Institute of Humanities and Cultural Studies, Tehran, Iran

3 Research Institute of Humanities and Cultural Studies

4 Master of Sociology, Faculty of Literature and Human Sciences, Shahid University

10.30465/scs.2024.49137.2862

Abstract

Few field researches from the point of view of the sociology of education have explored how to represent the domain of art in the school. Using a qualitative approach, this research was conducted to study how to build an art course in the school curriculum. Regarding this, by adopting the grounded theory method, semi-structured interviews were conducted with 11 teachers working in primary and secondary schools in Tehran. The raw data were analyzed line by line through the process of comparing and questioning, and the round-trip process of open, central, and selective coding was implemented on them. The paradigm model extracted from the categories shows that the causal conditions led to the creation of the phenomenon of the devalued art curriculum. These causal conditions include lack of professional specialization, unimportant specialization, lack of artistic facilities, inappropriate environment, inefficiency of headlines, and inappropriateness of content. In this situation, teachers deal with this phenomenon by adopting some inadequate teaching strategies. Finally, the consequence of this phenomenon for the educational system is the importance of caricature, the childization of art, the manipulation of the art program, the abandoned program, and the cultivation of imitators.

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Sociological Cultural Studies

Articles in Press, Accepted Manuscript
Available Online from 11 November 2024

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