One of the important issues that has been neglected in the country's public education system is "art education in the general education system with a focus on elementary and junior high school." From the perspective of experts, this stage of education is the most important stage for education because it is where children's aesthetic and artistic tastes are formed. The main goal of this research is a comparative study of the status of art education in the general education system in Iran and three Islamic countries (Saudi Arabia, Qatar, and Iraq). To achieve this goal, the first step is to show the position of aesthetic education based on existing upstream documents, for which a descriptive-analytical research method has been used. Although this type of education is one of the six areas of education in the document of fundamental transformation of education, the question is, to what extent has planning been done to achieve the goal of recognizing, cultivating, and guiding various artistic and aesthetic tastes and talents? What challenges does art education in the general education system face? And what policy recommendations should be considered in education to improve the quality of art education in the general education system? How do Islamic countries act in this regard? The findings of this study indicate that today, in schools and educational centers in our country, art education is not taken seriously, and art does not have an appropriate and worthy place in the curriculum. Art lessons in our educational system have been subjected to unkindness from three sides: education, school, and family. Another is that the effectiveness of the education system in any society depends on the effectiveness of its teachers, because the goals, programs, educational content, and teaching-learning methods must all be implemented by capable, effective teachers in the real classroom. In general, the studies conducted show that in the countries selected in the present study, the art disciplines included in the art curriculum include: design, painting, crafts, photography, architecture, performing arts, music, mixed media, graphic arts, textiles, sculpture, pottery, video art, and computer art. Therefore, contemporary thinking about art and aesthetics is the core of curriculum or educational system reform. Even if art education does not lead to innovation and improved skills that can be measured by quantitative methods, it should have an important place in schools and curricula. Let us not forget that a curriculum without aesthetic education and appropriate appreciation for the arts will fall far short of its goals of cultivating flourishing human beings.
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