بررسی و تحلیل بخش تصویرسازی کتاب درسی فرهنگ و هنر پایه‌ی هشتم از منظر مولفه‌های تربیت هنری «الیوت آیزنر»

in noshtar dar johat barresi tatbighi bakhsh tasvirsazi ketab darsi fareang ve npannar payehye npashtam ba molfanpantacpehei tarbit npannari «aliot ayazner» negashteh shodeh est. in molfeheya shamel« tolid npannari, naghadi npannari, tarikh npannar ve zibayi‌shenasi» npastand ve mitavanand bah prorsh nehad khlaghit, afzayesh meharatenpehei npannari, amuzesh tafkar entegadi ve edrak amiqtari az npannar tasvirsazi dar daneshamozan manjer shod. dar rastaye enjam in pajoosh, bakhsh tasvirsazi ketab darsi fareang ve npannar payehye npashtam dabirestan doreh ol, moord naghad ve barresi gharar garafteh est. az soyi charchub nazari moord barresi moghaleh «mw̉lafanpantacpehei tarbit npannari aliot ayazner bah onvan molak ve moayar baraye arzyabi bakhsh tasvirsazi» in ketab estefadeh shodeh est. cpehdaf in moghaleh barresi roshangaraneh dar zamineh ketab amuzesh npannari dar madars az monazar mw̉lafeh cpehei npannari ayazner est. bian mosaleh: dar in rasta tahlil mohtavaye dros, bakhsh tasvirsazi ketab mazkoor ve chegongi entabagh an ba molfanpantacpehei tarbit npannari az didegah aliot ayazner ve npamchenin barresi inkeh dar mohtavaye dros kodamik az molfeheya dar kodam bakhsh az dars moord tojeh gharar garafteh est az porsesh‌cpehei manpam in noshtar est. rosh pajoosh in moghaleh ba roykard kifi est ba bian rosh tosifi ve tahlili. ve gardavari dadegeya ve motaleb az tariq rajavo bah menabe ketabakhanekyi, moghalat elmi ve daneshgangi ve saiat cpehei motabar interenti enjam shodeh est. jameh amari in moghaleh, bakhsh tasvirsazi ketab darsi fareang ve npannar payeh npashtam est keh bah naghad ve barresi an pardakhteh mishod. pes az barresinpana ve tahlilenpehei enjam shodeh, yaftehnpehei in moghaleh neshan midehad keh mw̉lafeh «tolid npannari» dar aksar dros bah shekl ghabel pazirshi pushesh dadeh shodeh est. ema sayer mw̉lafanpantacpehei tarbit npannari yani naghad npannari, zibayi shenasi , bah tur namotvazan ve tarikh npannar bah sort nakafi ve ghir mosteghim moord tojeh gharar garaftehand.
نمایش بیشتر
۱٬۵۷۲ / ۵٬۰۰۰
This article is written to conduct a comparative study of the illustration section of the eighth grade culture and art textbook with the components of "Eliott Eisner" art education. These components include "artistic production, art criticism, art history, and aesthetics" and can lead to the development of creativity, increasing artistic skills, teaching critical thinking, and a deeper understanding of the art of illustration in students. In order to conduct this research, the illustration section of the eighth grade culture and art textbook of the first cycle of high school has been criticized and examined. On the other hand, the theoretical framework examined in the article "Eliott Eisner's Elements of Art Education as a Criterion and Criteria for Evaluating the Illustration Section" of this book has been used. The purpose of this article is to conduct an enlightening study on the field of art education books in schools from the perspective of Eisner's elements of art. Statement of the problem: In this regard, analyzing the content of the lessons, the illustration section of the aforementioned book and how it fits with the components of art education from Elliot Eisner's perspective, as well as examining which components are considered in which part of the lesson in the content of the lessons, are important questions of this article. The research method of this article is a qualitative approach with a descriptive and analytical method. And the collection of data and materials was done by referring to library resources, scientific and academic articles, and reputable Internet sites. The statistical population of this article is the illustration section of the eighth-grade culture and art textbook, which is reviewed and reviewed. After the reviews and analyses, the findings of this article show that the component of "artistic production" is covered in an acceptable way in most lessons. However, other components of art education, namely art criticism, aesthetics, have been given unbalanced attention and art history has been insufficiently and indirectly paid attention.