Problem statement
Education experts highlight that learning happens efficiently when paired with hands-on experience. Given that art education is fundamentally rooted in practice, engaging in tasks offers the prime chance for more profound understanding (Mandika, 2006).
In educational approaches, one highly effective technique to stimulate learners' engagement is turning concepts into hands-on activities and employing practical teaching. However, art education, in schools and learning institutions nowadays, is often undervalued, and within curriculum design, art lacks the recognition and importance it merits. In reality, art education is frequently viewed as a part of the curriculum—often leading school leaders to divert its scarce teaching time to address students’ deficiencies in "core" subjects, like mathematics, science, or literature. Hence, discovering methods to teach art and highlight its significance is crucial.
A suitable instructional approach serves as a foundation for improving the quality of education. Numerous psychologists and educational experts argue that learning settings must be structured to allow each learner to participate based on their capacities. Although the educational material is accessible to everyone equally, it is the approach to teaching that truly matters. The success of a teacher is largely influenced by the choice of teaching strategies—strategies that engage the learner’s intellect, create conducive learning environments, and enhance reasoning abilities and cognitive skills (Rahimimand & Abbaspour, 2016).
Considering that the importance and essential role of art education surpass the syllabus and embody a fundamental educational principle, throughout the whole education system, tackling this matter necessitates utilizing the strengths of all academic fields—especially the humanities, social sciences, and Persian language and literature.
Thus, this research is both relevant and crucial at this time. A practical method involves combining disciplines, like Persian Literature and Art, so that besides strengthening the significance of art education, learners also gain insight into the uses of the ideas they study. This unified approach inherently generates challenges, encourages creativity, nurtures artistic sensitivity, and ultimately improves students’ educational success. Culture and Art constitutes a subject in the initial phase of secondary education, and exploring its thematic links with the Persian Literature textbook can enhance the educational experience while also uncovering points of convergence and beneficial interplay, between the two texts.
 
Research Objective:
This research aims to employ the conceptual elements found in the 7th-grade Persian Literature textbook to enhance the teaching of content in the 7th-grade Culture and Art textbook.
 
Research Question:
This research explores the impact of utilizing material from the Persian Literature textbook on improving the design and teaching of the 7th-grade Culture and Art class.
 
Research Method
The approach used in this research is descriptive, analytical, and comparative. Data collection was conducted via library investigation, documentary materials, and field studies. The data underwent analysis. For the study, one edition of the 7th-grade Culture and Art textbook and one edition of the 7th-grade Persian Literature textbook, both issued in 2024 by the Ministry of Education, were chosen.
Initially, the tables of contents of both textbooks were reviewed. Then, similar subjects appropriate for merging were pinpointed. These subjects were evaluated, comparing their illustrative material. Drawing from the results and the studys narrow focus, a single sample micro-lesson plan on Culture and Art was created utilizing content from the Persian Literature textbook.
During the phase—the field study segment—students’ utilization of acquired artistic techniques (art practice) was evaluated through the "Open Lesson" part of the Persian Literature textbook. To achieve this, 18 female 7th-grade pupils from Hazrat-e Masoumeh School (Quchan) were chosen. They were instructed, during the Culture and Art class period, to produce an illustration on the page of the "Open Lesson” in the literature textbook. Several of these creations were selected and examined. The number of participants (18 students) and the qualitative examination of their artworks were determined by the concept of saturation. Once theoretical saturation is achieved, further data—be it images, interviews, or fresh observations—produce recurring concepts and fail to add insights. Hence, the investigators restricted the sample size to this figure, which seems to ensure validity.
 
Conclusion:
For a time, psychologists and education specialists have aimed to comprehend the process of learning and ways to hasten and enhance it. With numerous investigations, the range of influencing elements has led to differing conclusions about the success of various teaching approaches. Consequently, teachers typically do not concur on a teaching technique as being the best across all contexts.
This study utilized a method for textbook utilization to improve the efficiency of art education. Drawing on the material from the two textbooks, a single sample micro-lesson plan was created for one teaching session. The grade Culture and Art and Persian Literature textbooks were found to possess significant potential for conceptual and visual integration.
The research examined this combined approach from two angles. Initially, the theoretical material of the literature textbook served as a foundation for creating a plan. The results reveal that this approach works better for teaching material than for crafting student tasks. Subsequently, the visual aspects of the literature textbook were utilized to develop hands-on and creative activities in the Culture and Art course throughout the chapters. In the end, a micro-lesson plan was formulated consistent with the study’s conclusions and framework.
Findings indicate that using these two textbooks together does not—as might be expected—confine teaching innovation or constrain assignment structuring. Instead, the difficulties arising from their combination foster overlap and offer a rich environment for nurturing students' creativity and artistic skills. For the hands-on segment, eighteen 7th-grade students from Hazrat-e Masoumeh School in Quchan engaged their literary knowledge by executing a creative task during the "Open Lesson" of the Persian Literature textbook. The results proved to be remarkably beneficial.
Overall, the findings demonstrate that this teaching approach not only ensures effective progression through instructional stages but also positively contributes to students’ self-confidence and awareness of their artistic capabilities.