The aim of this study was to investigate the pathology of Art curriculum in the aspects of educational design, teaching - learning activities and evaluation in guidance school. The present research was a descriptive – survey study and mixed method have been used.
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The aim of this study was to investigate the pathology of Art curriculum in the aspects of educational design, teaching - learning activities and evaluation in guidance school. The present research was a descriptive – survey study and mixed method have been used. The statistical population was the quantitative part of all middle school art teachers at second area of Isfahan and the statistical population was the qualitative part of all PhD student and PhD graduates in curriculum at University of Isfahan and Khorasgan Branch, Islamic Azad University of whom 7 were purposefully selected as samples. The research data’s were collected from interview and questionnaire. The validity of interviews and questionnaires were reviewed by experts, and 0/96 reliability through Cronbach's alpha coefficient was calculated. Quantitative Findings of indicate that, the most damage in the aspects of educational design included: Less teaching hours, lack of proper planning, teaching - learning activities included: Forgetting the Art curriculum, Poor facilities, evaluation methods: High expectations of parents and students. Qualitative findings of indicate that the most damage in the aspect of educational design included poor quality content, ignoring the principles of curriculum development. The most damage in the aspects of teaching - learning activities included limited training courses, limited use of new views. The most damage in the aspects of evaluation methods included Low status and poor art lesson and assessment scores of this lesson
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