The place of handicraft teachings in the books of art and profession and technology of middle school

Academic Thesis in Master of Handicrafts

Research Orientation

Abstract:

Determining needs and priorities is one of the most important steps in educational and curriculum planning. Knowing the needs of learners is done according to various factors, including the culture of that society. Handicrafts are an inseparable part of Iranian culture, which has been the manifestation of the taste and creativity of Iranians throughout history. Like other arts, education is very important in this field. Art and profession books are the most suitable books for introducing and teaching handicrafts to students in middle school. In this research, by descriptively examining the books of art, profession, and technology in middle school, it was done to identify and analyze the teachings of handicrafts in these books from different aspects in order to determine the level of attention of the authors of these books to handicrafts and their various aspects. The results showed that although the amount of use of handicraft teachings in art and profession books is appropriate, but the characteristics of handicrafts have not been paid attention to. The way of using these teachings in some lessons has problems and needs to be revised. Changing some of the images related to handicrafts in textbooks, paying attention to different fields of handicrafts and using handicrafts specialists in writing related books, can help to improve the position of handicrafts in middle school textbooks.

Key words: handicrafts, teachings, art books, vocational and technical books, middle school

Introduction:

The culture of each society is the most valuable asset of that society. is Today, one of the determining factors in various social and political fields is the cultural background and cultural heritage of each society.

Iranian civilization has been full of science, knowledge and art with several thousand years of support. This culture has great value, but it must be preserved by the people of the society. It is not enough to have culture and civilization alone, and this culture should be passed on to the next generations, its value should be recognized and efforts should be made to improve it. Since one of the main ways of educating people in society is school education, educational planners try to spread Iranian-Islamic culture among students. Looking at the history of several thousand years of Iran and paying attention to the works obtained from this great civilization, it can be seen that Iranians have always used handicrafts as a platform to display their art, creativity and genius. The global status of these works is a clear proof of the historical, cultural and artistic importance of these works.

In a century that Western sociologists consider to be the century of the clash of civilizations (Edibi Sedeh, 1385: 95), neglecting people's culture, art and background can lead to forgetting and cultural alienation.

Since the most important part of handicrafts is the production of works and the work should be done practically and not theoretically, students by studying handicrafts with They become familiar with the spirit of production and creation of objects. They learn practice and practice in learning science and practice accuracy and doing work flawlessly. They enjoy the production and a successful experience of effort is created in their minds.

In Iran, handicrafts have many capabilities to create employment. Currently, a considerable number of villagers are engaged in handicrafts and produce products such as carpets, rugs, etc. They have achieved a significant side income and this has been an important factor in preventing their migration to the cities. Handicrafts in the cities have also made a significant contribution to attracting unemployed workers by creating productive employment and income for a large group of people who have artistic taste and are interested in working in this field. Balance, balance, rhythm and. It is well visible in the design and pattern, and this maturity in the design and pattern is the result of years of efforts of Iranian artists, as well as their Islamic vision.

In the past, training in Iranian handicrafts was in the form of an apprentice master, and by attending the workshop, one learns the desired art after some time. During the period of Naser al-Din Shah Qajar, Ustad Kamal al-Mulk founded the Mustarfa school of crafts, which included two parts of new crafts and old crafts, which included traditional and inherited arts such as miniatures, gilding, carpet weaving, tiling, and inlaying.This school has been a successful example of teaching handicrafts in an academic and formal way. Setting up an educational program related to handicrafts by expert professors as well as teaching them by knowledgeable teachers can be a suitable field for people to understand handicrafts correctly. Art expresses a point of view and worldview, and these two (art and point of view) have a direct effect on each other. The value of the works left from the past is due to the Iranian and Islamic aesthetic view of the pious artists of our country, which we should familiarize the students with. Art books can deal with this issue more from an artistic and aesthetic aspect, and professional and technical books from an application aspect.

This research seeks to examine the teachings and materials related to handicrafts in these books to determine whether these teachings have a proper place. What are the weaknesses and what are the strengths in using them?

In conducting this research, the lack of similar researches and also the impossibility of using Latin sources as well as the lack of teacher's manuals for some textbooks created obstacles.

At the beginning of the research, the definition of curriculum and handicrafts was discussed from the point of view of experts in this field, and then the necessity of using handicrafts in textbooks was explained. In the third chapter, the teachings of handicrafts in the books of art and profession and basic technology of the first middle school were examined. In the fourth chapter, the books of art and professions and technical skills of the second grade were examined, and in the fifth chapter, the handicraft teachings in the books of arts and professions of the third grade of middle school were identified and examined. Chapter 1: Generalities of the research 1-1: Statement of the problem In educational and curriculum planning, determining the needs and priorities is considered one of the most important steps. Knowing the needs of learners is done according to factors such as culture, economy, and politics, and this breadth shows the need for experts in this field to pay attention to these broad factors. Handicrafts are an inseparable part of Iranian culture, which has been the manifestation of the taste and creativity of Iranians throughout history. Like other arts, education is very important in this field. Throughout the history, education in handicrafts has been done in the form of teacher-apprenticeship as well as through the curriculum. Despite the importance of handicrafts and its education, the review of research precedents shows that this matter has received less attention, and the amount of attention paid to handicrafts in art, vocational and technical programs of middle school is ambiguous. Therefore, the basic question of this research is: What is the position of handicraft teachings among the textbooks of arts, professions, and technology? 1-2: Objectives 1- To identify and study the teachings of handicrafts in middle school art, professions, and technology books in order to explain the need for authors to pay attention to the technical and artistic characteristics of handicrafts. 2- To determine the position of handicraft teachings among others. Art teachings in middle school art books.

3- Paying attention to the connection between handicrafts and vocational and technical lessons, in order to expand handicraft jobs as a profession among young people.

4- Attention of education authorities to the importance of handicrafts and its role in preserving Iranian-Islamic culture.

5- Possibility of revision in middle school art, vocational and technical education books.

1-3: Research questions

1 – How many of the pictures in middle school art books are related to handicrafts? (in order to determine the position of handicrafts) 2- To what extent have the material and spiritual goals of handicrafts been paid attention to in the books of arts and crafts? 3- What group of handicrafts are the teachings of handicrafts in books of arts and crafts? 

1-4: research hypotheses

1- It seems that handicraft teachings in middle school art and craft books are limited groups.

2 - It seems that very few pictures of middle school art and craft books are related to handicrafts.