Music Curriculum Requirements for the General Education System of Islamic Republic of Iran

Document Type : پژوهشی

Authors

• Mosatafa Safapour Quchani ¹
• Behrooz Mahram ²

¹ M.A in curriculum development, Ferdowsi University of Mashhad, Mashhad, Iran

² Professor, Ferdowsi University of Mashhad, Mashhad, Iran

10.22067/fedu.2023.79010.1208

Abstract

The purpose of this study was the identify the requirements of the music curriculum in the education system of the Islamic Republic of Iran and rely on the available documents of education and religious philosophical, sociological, and psychological foundations. The research method according to the study was multiple and document analysis was used to analyze upstream documents, A comparative study of the leading countries in education and according to the performance of the countries in the Pisa test in 2018, phenomenological interviews with thematic experts, and content analysis of the works of religious authoritarians. Data analysis was carried out using Alsedeh's qualitative document analysis method, Brady's adaptive model, and open and axial coding. To validate the findings, the coefficient of agreement in coding, rich description, referential adequacy, re-verification by the interviewees, and consensus validation were used. Research findings in the form of the possibility of entering the field of music curriculum; obtained requirements in religious and philosophical, psychological and biological, sociological and political dimensions, and curriculum management and implementation. Explanation of the ideal perspective based on logic and rationality, comprehensiveness and aesthetic inclusion, humanism, and utilitarianism among religious and philosophical requirements. The impact of the curriculum on the age characteristics and the biological and psychological needs of the audience and the ability to simultaneously activate the two hemispheres and strengthen the brain's neuronal connections in the learning process among the psychological and biological requirements; The program's sensitivity to silly music and attention to social values ​​among social and political requirements; And the orbital position and explanation and prediction of supporting mechanisms were presented as requirements of the music curriculum from the perspective of curriculum management and implementation. Attention to these requirements; It provides a framework and a background for the design of music curriculum in the field of public education in Iran, which is in the shadow of religious and national values; The music curriculum takes it out of the neglected field.
Keywords: Music Curriculum; Education; Islamic Republic of Iran; Requirement
 
Synopsis:
Education is a systematic and continuous process that implies guiding the all-round growth of those being educated (Saif, 2014). In the document on the fundamental transformation of education and upbringing of the Islamic Republic of Iran, eight educational fields are mentioned, of which the field of "cognitive and artistic beauty" is one; Accordingly, in facing the goal of "fulfilling the all-round development of people in various fields of cognition, emotion, body, aesthetic dimensions, social relations, etc. «, all suitable educational tools and facilities should be used. Noster and Yu with a holistic view of the learner; They have emphasized a complete and enriched curriculum along with art (Knoester & Yu, 2015). One of the categories of artistic education is music. According to Eisner, some consider the importance of music in its instrumental value (for example, the role of music in improving social relationships, reading ability, academic progress, etc.) and some in its extra-musical consequences, while he is one of the ways of thinking unique to A person learns music and experiences music (E. W. Eisner, 2001). Music education has been introduced as an important foundation in the education period (Sazak, 2014), and in many countries, music is considered one of the mandatory aspects of the curriculum. in the Islamic Republic of Iran; Due to the value and religious aspects and the differences of positions regarding music, this subject area has been excluded from the curriculum of the general education system. In a situation where some types of music can be destructive and reprehensible for a person, other types of music can be used as a way of educating people; According to Shafron and Carno and based on research findings; Those genres and styles of music that are called "extremely heavy and fast music" (such as hardcore, rock, rap, metal and its sub-categories), have destructive effects on the listener (Shafron & Karno, 2013). ; on the contrary, quiet and wordless music can significantly have a positive effect on the spiritual health of adolescents (Hosseini, Karimi, Naziri, & Shojaei, 2016). Now the main issue is that according to the available documents of the education system of the Islamic Republic and considering the basic layers of the curriculum; Should music be included in the general education curriculum or not? If it is recognized that there is a necessity for music education in the education system of the Islamic Republic of Iran, what are the requirements of the curriculum in this regard? In this research, to examine and answer these questions; multiple methods of document analysis, comparative study, phenomenological interview, and content analysis were used.
Conclusion:
The main consequences of art in connection with the flow of education, in various cognitive fields, are spiritual education and moral virtues, feelings and emotions, creativity and innovation, development of social communication, and shaping of cultural identity (Karami & Abedi, 2017). Music is one of It is the most important art form, and several studies indicate the positive effect of music on education (for example: (Darby & Catterall, 1994); (Johnson & Memmott, 2006); (Flaugnacco et al., 2015); (Eerola). & Eerola, 2014); and (Ghasemtabar et al., 2011). Later views in the field of learning also use music as one of the important educational elements, and Lozanov, in an approach known as suggestibility, developed a new perspective for learning based on the unconscious. and the use of two hemispheres of the brain in learning and using music has been proposed (Neville, 2012). Based on the approaches that consider the flow of education aimed at the all-round development of learners (for example (Knoester & Yu, 2015)), education and training should be realized from all possibilities and ideas that have passed the filter of religious, philosophical, and social foundations. All-round development of learners is paid. musical intelligence (Armstrong, 2017), the place of music in religious societies and throughout human history (Nasr, 2015), the role of music in social and individual growth (Hallam, 2010), moral development (Ho, 2010), cognitive evolution ( Vargas, 2015), the growth of self-esteem (Rickard et al., 2013) are examples that justify the entry of music into the field of education and in line with the holistic development of learners. Also, the role of music education in developing language skills (Rautenberg, 2015) and learning the Persian language (Jafari-e Rouhi, 2009), the role of musical elements such as rhythm and activities such as poetry reading in learning in the field of science (Yousefi, 2016), the role of music in improving social skills (Swart, 2020), students' interest in music and musical activities (Spodek, 2013) and creating vitality, emotional development and promoting mental health; shows the importance of music; Avicenna (Ibn Sina) also emphasized the importance of music and poetry in the early stages of child development (Habibi, 2015). While research indicates the important place of the subject area of ​​"music" in a "desired curriculum"; (Larkian, 2011) (Saberi, 2013); Studies show that in the education system of Iran, sufficient and appropriate attention has not been paid to "music education" (Khosravi Mashizi, Soltani, & Alinejad, 2019); (KhosraviMashiza, 2016; Sharifi, 2011) and (Fallah Tafti, Jafari Harandi, & Tabatabaei, 2020)); and music is a neglected part of the curriculum (see (Saberi & Mahram, 2011); (Kian & Mehrmohammadi, 2014); and (Saberi, 2013)).
Based on the reviewed items; The most important religious and philosophical requirements were: 1. The design, development, and implementation of the curriculum should be based on the principle that it does not lead to the neglect of the remembrance of God and moral virtues and does not bring him close to licentiousness and corruption 2. Music education should be a link between curriculum activities, consequences, and expectations based on logic; 3. The philosophy of the music curriculum should be comprehensive and include the philosophy of aesthetics, humanism, and utilitarianism. 4. In the music curriculum, a logical balance should be established between the view of the goal and the means, and its unique identity (philosophy of art for art's sake) should not be neglected. The psychological and biological requirements included these items: 1. The implementation of the music curriculum at each level of education should pay attention to the psychological, biological, and ability characteristics of the audience and be affected by the cognitive characteristics of the audience. 2. Learner activities and music curriculum processes and tools should focus on broad aspects of learners' musical development. 3. The use of music in the curriculum should be in line with the new theories of the use of music in education and simultaneously activate the two hemispheres of the brain and strengthen neuronal connections. Social and political implications also emphasize these things: 1. The music curriculum should be sensitive to prevent the spread of inappropriate music in schools and society. 2. The music curriculum should be explained based on a favorable perspective on the socio-political function of music. The requirements aimed at the management and implementation of the curriculum included these items: 1. Planning in the field of music education at the macro level should be accurate, comprehensive, timely, and situation-oriented. 2. According to the guarantee of implementation and accountability, the music curriculum should be explained clearly and in a less interpretable way, both in terms of opinion and action. 3. In the field of changing and implementing the music curriculum, a written and specific program should be provided for the use of new findings and experiences of other countries. 4. A music curriculum, when presented to education activists or education management experts, should be associated with basic beliefs in the field of music and music education, and in this context, arrangements should be made for the formation of desirable and real beliefs about music education. 5. In the design of the music curriculum, all the components involved in education, including goals, human resources, financial resources, curriculum content, educational environment, teaching-learning methods, used tools, and evaluation approaches and methods must be aligned and carefully explained. 6. For the implementation of the music curriculum, the supporting mechanisms and requirements must be explained and predicted.

Keywords

• Music Curriculum
• Education
• Islamic Republic of Iran
• Requirement

Main Subjects

• Foundations of Education

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