(2016) Science and education, 12, 127-134. Odessa.
S. Zahra Shahnemati,
Master-Degree student, Department of Educational Science,
Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran,
Zohreh Saadatmand,
associate professor, Department of Curriculum Planning,
Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran,
Narges Keshtiaray,
associate professor, Department of Educational Sciences,
Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
PHENOMENOLOGY OF TEACHERS’ EXPERIENCE
IN TEACHING ART TO PRIMARY SCHOOL STUDENTS
SUMMARY:
The study is aimed at investigating teachers’ experience of teaching Art at primary school. The survey involved Art teachers in Marvdasht and Shiraz cities in Fars Province. The participants were selected using snowball sampling method. Deep semi-structured interviews were used to collect information. The data analysis has been performed by thematic coding. The results have shown that the teachers use such teaching methods as working in small groups, role playing, group discussion, etc. in their practice. Considering the fact that the major part of knowledge is learned by students in the classroom the teaching quality is one of the most important factors in student’ achievements. Thus, teachers should strive to improve the quality of teaching.
KEYWORDS:
methods of teaching Art, teaching skills, Art lessons, teaching experience.
FULL TEXT:
REFERENCES:
1. Deasy, R. (Ed). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education partnership.
2. Eisner, Elliot (2002). The lessons of teaching Arts, available at learning and arts: crossing boundaries. Proceedings from an. Invitational Meeting for Education, Arts and Youth Funders. Los Angeles.
3. Eisner, Elliot (1998). Educational imagination, Design and Evaluation of school programs: Macmillan college publishing. New York.
4. Huwitz, Al & Day, Michale (1991). Children and their arts. Regional meeting on Arts Education in the European Countries Canada and the United states of America. Finland.
5. Maleki, H. (2007). Basics lesson planning. Tehran: Organization of School of Social Sciences of Study and Compilation.
6. Mirzabeygi, Ali. (2011). The role of art in education and mental health. Tehran.
7. Mehrmohammadi, Mahmoudi (2011). What, why and how art education. Tehran. 8. Amini, Mohammad (2005). Art education in the field of education. Tehran, Byzh.
9. Rzayy, Manizheh (2004). Review of Harry Brody’s aesthetics and its application in education with an emphasis on teaching-learning. Doctor’s thesis. Tarbiat Modarres University.
10. Tahery, Hassan (2005). Report evaluating the pilot implementation of elementary art curriculum at first grade of secondary school. Tehran: Office writing textbooks Ministry of Education.
11. Lnkstr, John (1999). Art school. (Abbas Zadeh Trans.). Tehran.
12. Mlky, Hassan (2000). Curriculum guidelines. Tehran: Message ideas. 13. Mhr Mohammadi, Mahmoud (2003). Basic art education “What, why and how”. Tehran School Publishing. 14. Mohammadi, Mahmoud (2004). What, why, how art education. Tehran: school.
15. Myrza, BegayHassan (1991). The role of art in education and children's mental appetite. Tehran.
16. Myrzabygy, Ali (2003). The role of art in education and mental health. (4th ed.). Tehran: School publishing.
17. NaghibZadeh, Myrbdalhsyn (1995). Philosophy of Education. Tehran: Tahoori
18. Curtis, T. E. & Speiker, C. A. (1977). Aesthetic in American education: A position statement. Education and leadership. (35 Vol.).
19. Moon, S. O. (2002). Critical discourse of postmodern aesthetics in contemporary furniture. Retrieved from: http: www.naeareston.org.
