The present study aims to explore and identify the goals, learning activities, content, and evaluation of education with an aesthetic approach and with an emphasis on music. This study was conducted in terms of applied purpose, qualitative approach, and Roberts' six-stage synthesis research method. Data analysis was conducted using the method of comparative content analysis with a directional approach. In order to estimate the transferability criterion, purposive sampling method was used. In the reliability criterion, the social adequacy method was used. In the confirmability criterion, the reflective note writing method was used.The findings from the synthesis study are presented in the form of 4 main themes and 47 sub-themes (14 sub-categories of Persian education goals with an aesthetic approach and with an emphasis on music, 14 sub-categories of Persian education learning activities with an aesthetic approach, 9 sub-categories of Persian education content with an aesthetic approach).and with an emphasis on music and 10 subcategories of evaluating Persian education with an aesthetic approach and with an emphasis on music) and a large number of basic themes were classified. The findings from the synthesis study are presented in the form of a model of Persian education with an aesthetic approach and with an emphasis on music.

Keywords: Education with an aesthetic approach, art, music, art-centered teaching