Volume 6, Issue 4 (Vol 6, No 4 (22)- In Press 2026)
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Ethics code: A-10-418-1
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rohani N, Ashouri M T. (2026). Application of Choice Theory in Designing an Educational Model from the Perspective of Artistic Experience. Journal of Childhood Health and Education. 6(4), doi:10.32598/JECHE.6.4.418.1
URL: http://jeche.ir/article-1-374-en.html
URL: http://jeche.ir/article-1-374-en.html
1- Department of Art Studies, Faculty of Theoretical Sciences and Advanced Studies of Art, University of Art, Tehran, Iran
Abstract: (50 Views)
Background and Aim: The present study was conducted with the aim of designing and implementing an artistic–educational model based on William Glasser’s Choice Theory and the use of artistic activities to enhance educational quality and foster autonomy, creativity, and motivation among elementary students.
Method: This qualitative research employed an instrumental case study approach to explain how Choice Theory can be applied within students’ artistic experiences in an elementary school setting. The study population included teachers and students in grades one to three. Participants were selected through purposeful sampling based on criteria such as prior experience in art classes and willingness to participate. Data were collected through semi-structured interviews with three teachers and fifteen students, participant observation during art classes, and the analysis of students’ artistic products. The validity of the instruments was confirmed through expert review, and reliability was ensured through inter-rater agreement. Data analysis was conducted continuously using systematic coding.
Findings: The analysis yielded three major themes and twenty-three subthemes: (1) the impact and goals of classroom management strategies, (2) teachers’ awareness of students’ behaviors and needs, and (3) teachers’ perceptions of effective teacher characteristics. The findings indicated that artistic experience creates a creative and interactive environment that encourages active and self-directed learning among students.
Conclusion: The proposed model emphasizes autonomous learning, informed choices, and the development of creativity. The teacher’s role shifts from a transmitter of knowledge to a facilitator of learning. This framework strengthens the connection between artistic activities and educational processes, fosters self-awareness, responsibility, and social skills in students, and can serve as an effective model for improving instructional methods in the early years of schooling.
Method: This qualitative research employed an instrumental case study approach to explain how Choice Theory can be applied within students’ artistic experiences in an elementary school setting. The study population included teachers and students in grades one to three. Participants were selected through purposeful sampling based on criteria such as prior experience in art classes and willingness to participate. Data were collected through semi-structured interviews with three teachers and fifteen students, participant observation during art classes, and the analysis of students’ artistic products. The validity of the instruments was confirmed through expert review, and reliability was ensured through inter-rater agreement. Data analysis was conducted continuously using systematic coding.
Findings: The analysis yielded three major themes and twenty-three subthemes: (1) the impact and goals of classroom management strategies, (2) teachers’ awareness of students’ behaviors and needs, and (3) teachers’ perceptions of effective teacher characteristics. The findings indicated that artistic experience creates a creative and interactive environment that encourages active and self-directed learning among students.
Conclusion: The proposed model emphasizes autonomous learning, informed choices, and the development of creativity. The teacher’s role shifts from a transmitter of knowledge to a facilitator of learning. This framework strengthens the connection between artistic activities and educational processes, fosters self-awareness, responsibility, and social skills in students, and can serve as an effective model for improving instructional methods in the early years of schooling.
Type of Study: Research |
Subject:
Special
Received: 2025/09/25 | Accepted: 2026/01/3 | Published: 2026/01/3
Received: 2025/09/25 | Accepted: 2026/01/3 | Published: 2026/01/3
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