Designing and validating the four elements of the curriculum model based on aesthetics and art components in the second secondary school
Authors: Zahiri Fatemeh , Safari Maryam , Ghodarzi Hosniyeh , Bayani Aliasghar 
Published: February 2024

Background and Aim: One of the functions of the educational institution is to strive for the growth and flourishing of students' artistic and aesthetic abilities and talents. The purpose of this research is to design and validate the elements of the curriculum model based on aesthetics and art components. Methods: The research method is qualitative-quantitative, the statistical population in the qualitative section includes experts and specialists in the field of curriculum based on aesthetics and art and related written documents. With the subject including scientific articles and researches, authored related books and the document of the fundamental transformation of education and in the quantitative section, curriculum planning experts, textbook authors, specialists and planners of the Ministry of Education and art specialists in the summer of 2022 were unlimited in number, in the qualitative section was determined by snowball sampling method for experts and targeted sampling for documents, 15 experts and 35 documents (texts) appropriate to the objectives and questions of the research, and in the quantitative part, to measure the model, a researcher made a questionnaire of 96 balls with sampling method. The available floors were distributed among 250 samples. To determine the validity and reliability in the qualitative stage, the necessary checks including acceptability (expert review) and confirmability (expert review) were used. Results: In the quantitative stage, the validity of the questionnaires was confirmed by three methods: form, content and structure. Reliability was also estimated and confirmed by three methods of determining factor loadings of items, Cronbach's alpha of components (between 0.718 and 0.931) and combined reliability (between 0.774 and 0.951). Qualitative data were analyzed with content analysis technique with open, central and selective coding in One Note software and quantitative data were analyzed with structural equation modeling technique and exploratory and confirmatory factor analysis, Friedman and Spearman correlation tests in SPSS and Smart PLS software. The results of the qualitative part indicated that in the "goal" element, 162 final codes in the form of 5 subcategories: acquisition goals, cognitive and metacognitive goals, learner-based goals, aesthetic goals, and moral goals, in 2 categories: skill and individual, in "Content" element, 141 final codes in the form of 8 subcategories: learning environment, learner-based content, community and culture-based content, art and aesthetics-based content, literary form, performance form, visual form, and drawing/visual form. They were placed in 3 categories: artistic-cultural, environmental and content form. In the "teaching methods" element, 129 final codes in the form of 7 subcategories: aesthetic-oriented, nature-oriented, media-oriented, project-oriented and workshop-oriented, teacher's ability in teaching, creativity-oriented, and team-oriented and participation-oriented, in 3 categories: artistic, technical - humane and innovative and in the "evaluation" element, 53 final codes in the form of 4 subcategories: qualitative evaluation, results-based evaluation, aesthetic evaluation and ethical evaluation, were placed in 2 categories: scientific and artistic-ethical. Conclusion: The results of the quantitative part showed that all dimensions and components of the research model were confirmed.