The art curriculum in primary education is difficult and different in terms of implementation among other curriculum areas. On the one hand. most of the research is chiefly centralized on impediments of implementation of activities and contents of art lessons. and on the other hand, a new map and guidebook of arr curriculum is not afluent explanationfor real transition of education and improvement of its quality until the problems of executive support the resisting. Perhaps. the old curriculum that has been provided according to scientific afford of that time were barrened. because of executive problems. In weeklv Schedule of' schools. the art is a fundamental opportunity that allows the auiributes of value and emotional requirements of the school children to be illustrated. In this case, fostering teachers of schools show notable abilities i11 obviation of' obstacles of' improrement of the quality of art lesson and considered activities 0111 of' class. Consequently. illuminating the role of Deputy Minister in fostering Affairs i11 helping public education can be one of the reasons/or its revival with the purpose ofimproving the qualify of education. By searching this new outlook and integrated approach, ii is expected that executive supports of art curriculum be provided with more accuracy and strength. Accordingly, the [acts and guidance of this paper and its dependent inquiries can he used generally as a practical pattern for administrators of education. epecially in their own district