As one of multiple forms of literacy, art can cause human to achieve knowledge and insight. The main question is why The curricula and The objectives of the course of art education in Iran’s Middle school have not changed since 1990 and when 647th meeting of Iran High Council for Education was held. This subject can be studied as to various visions or approaches to art education. The main purpose is what approaches can be considered so important and valuable in Iran’s Middle school art education. Another problem in art education is the lack of correct understanding of art education approaches involved in middle school art education. This study was analytic (theoretical), synthetic and content analysis. All middle school art text-books in the academic year of 2010-2011 were studied by using content analysis. In this content analysis and integration study, traditional, thinking disposition, integration, DBAE, creative problem solving, preparing for the world of work, and promoting academic performance approaches were studied and explored in the current approved objectives for art education, the curriculum and syllabuses of art teacher training programs, the content of middle school art textbooks, and the NCin Iran\'s case. The results showed that the dominant approach in the current approved objectives is visual culture vision and in both the curriculum and syllabuses of art teacher training programs, and the content of middle school art textbooks is art production approach. In the NC, thinking disposition, aesthetic, and DBAE approaches have been considered. Knowledge-domains in the current approved objectives for art education more relates to knowing that, and knowing how is more obvious in both the curriculum and syllabuses of art teacher training, and the content of middle school art textbooks, while The NC contains several knowledge kinds. It is expected that the content and curriculum of Iran\'s middle school art education improve with applying the NCin the next future.

Keywords