چكيده لاتين
This study aimed to conduct a comparative analysis of the lower secondary school art curriculum, focusing on Iran and selected countries (Australia, Italy, the United States, and Japan). The research sought to develop an appropriate curricular model for art education in Iranian middle schools. Adopting an applied, exploratory mixed-methods approach, the study incorporated both qualitative and quantitative phases. The qualitative phase involved document analysis and interviews with 27 curriculum experts and experienced art teachers in Isfahan. In the quantitative phase, a simple random sample of 218 art teachers from a population of 504 in Isfahan was selected, using Morgan’s table. Data collection tools included a validated semi-structured interview form and a researcher-made questionnaire, whose reliability was confirmed (Cronbach’s alpha = 0.96). Comparative findings highlighted the significance of student agency in artistic processes, which should be reflected across all curriculum components. Interviewees emphasized goals such as developing artistic skills, addressing cultural and social issues, and fostering employability; content should be practical, interdisciplinary, and creativity-oriented. Effective strategies included educational visits, game-based methods, and assessments through exhibitions, self-evaluation, and parental feedback. Teachers, meanwhile, prioritized employability, interdisciplinary appreciation, and teacher-centered instruction, with traditional evaluation tools such as checklists and portfolios. Quantitative data reinforced the importance of art-related employment and indirect assessment methods. Based on the identified gaps in Iran’s current curriculum and insights from international models, the study proposes a revised framework aimed at improving the quality of art
