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This study aims to identify and explain the experience of teaching art in the elementary school teachers was conducted. In this context, an essential question is examined: primary school teachers, learning how to experience the arts curriculum? Using qualitative research methods, semi-structured in-depth interviews and purposive sampling, 10 cases of primary school teachers Mehdishahr city were interviewed in depth. Theoretical saturation was confirmed at the end of my interview. Data were analyzed using coding techniques and the three criteria of validity and acceptability, reliability and scalability approval was obtained. The findings of the research, experience in teaching art in the elementary school teachers in the three main axes showed weakness honor the art, the lack of education, lack of parental interest. Based on these findings, teachers have not been successful in teaching the art curriculum and have failed to benefit from the potential for teaching art lessons. Despite the interest in the issue of teachers' verbal art unimportance among other courses in the teaching of practical arts curriculum for teachers is obvious. This is because art teachers from time to compensate for falling behind their modules to use. Facilities generally will address the curriculum of art as much as it abstained. Based on theory and research findings, strategies to overcome the challenges of art education in primary schools is recommended, including art lesson plans independently, providing specialized service training courses, particularly arts teachers, creating suitable for exchange of experiences among teachers, funding and facilities in accordance with the requirements of art lessons, parents and families to raise awareness of the importance of arts education.
 

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The main question of this study is that: “what are the reference characteristics of language arts curriculum in the first-cycle of Primary School on the base of theoretical framework and the related practices of some education systems in the field of language arts curriculum and instruction”. The subsidiary question is that: “from the viewpoint of Farsi language arts practitioners and language arts curriculum experts in primary school, which of these characteristics are valid and trustworthy for applying in developing the Farsi language arts curriculum in the first-cycle of Primary School. In the first step through a descriptive inquiry and research synthesis to study the theoretical framework and related experiences and practices in a few education systems, including: Japan, some states in United States of America and Finland, the reference characteristics of language arts curriculum in the first-cycle of Primary School and its consisted components are elicited.

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In the implementation of the new curriculum, art education has been marginalized. For this purpose, scientific activities must be planned which the person tries to change the unfavorable situation to a relatively favorable situation (action research). The aim of this study is the investigation of the challenges elementary classroom teachers face when implementing the new arts education curriculum and explanation of the concept of action research in integration of arts in elementary schools to implement the new art education programs. The method of study was integrated and based on action research. By using various arts (integration of art) and improving the conditions for its implementation (action research) it became clear that students are interested in changing the artistic program for its pivotality. Satisfactory results were also generated in the field of education and learning.​Implementing of new curriculum program based on the integration of art will increase the participation.