A strategic designed to enhance teaching of painting for undergraduate level at Tehran University / Mina Hedayat

The present research consists of two studies: a survey study and a quasi experimental quantitative study. Researcher conducted the survey research; the questionnaire aimed at assessing the opinions and attitudes of 50 art instructors concerning the art curriculum in Tehran universities. It is assumed that differences between the current art curriculum in Iran and approach would be within the content of the curriculum. To examine the applicability of art theories to the art curriculum, the researcher concentrated the survey in seven universities in the Tehran province. Samples were drawn from the painting field of the visual arts departments in the selected universities. Participants were chosen based on their instructors’ years of experience and educational levels. The standard questionnaire consisted of multiple questions. The results showed that all of the participants (100%) agreed that some changes are needed in the current art curriculum. The purpose of the quasi experimental study was to examine Tehran University students’ ability to link art critical knowledge to their studio practice class. The total number of students in this study was 30 students; they divided into an experimental group and a control group. The task was adopted student’s artwork, critical analysis using Feldman’s model of art criticism and Blooms Taxonomy. The surveys (pre-test, mid-test, and post-test) used multiple questions that were designed to collect the data. Data collection was done during one semester from March to June 2012. The experimental group received the treatment, but the control group did not. Data was collected and analyzed using quantitative, descriptive, and inferential statistical techniques using SPSS version 18.0. The scores were viewed in the form of the mean score and frequencies to determine students' performances in their critical ability, as well as in the Pearson Correlation Coefficient to find out the significant correlation between students' studio practice, art critical ability scores, and mixed repeated measures ANOVA to determine the contributing factors. The findings showed that most students performed slightly better than average in the critical analyses and performed best in selecting analysis among the four dimensions assessed. In the context of the students' studio practice and critical ability, findings showed there are some connections between the students' art critical ability and studio practice