Evaluating Secondary School Arts Curriculum in the Light of Entrepreneurial Skills

Abstract

The study aims to evaluate the art curriculum for the 12th grade in Saudi Arabia in the light of entrepreneurial skills. The descriptive analytical method was used to reveal the extent to which entrepreneurship skills are included in the course of the arts; The descriptive survey method was also used to measure the degree of availability of entrepreneurship skills among 12th-grade female students who enrolled in the course. The study population consisted of all subjects of arts course’ content, and the study sample consisted of (412) female students from the 12th year of secondary school in Makkah Al-Mukarramah. To achieve the objectives of the study, two tools were designed: a content analysis card, which consisted of three main areas of entrepreneurial skills and (26) indicators; and the Entrepreneurship Skills Scale, which consisted of (33) skills distributed over seven main skill areas. The results of the study showed: that the cognitive domain of entrepreneurship skills was the most included in the art course content, followed by the domain of attitudes and experience, and finally the domain of skills. The unit on digital art was the most inclusive of entrepreneurial skills, while the unit on artistic painting production was the least. In addition, the results of the average responses of the female students to the entrepreneurship skills scale showed that the female students have the skills to a large degree; and the domain of compatibility skills came in the first rank with a high degree, while the domain of strategic planning skills came in the last order with a low degree. The study recommended the importance of including knowledge and skills of artistic entrepreneurship in the arts curriculum of the secondary stage, and qualified artistic students to be pioneer artists.