Background and Objective: An aesthetic curriculum provides an important foundation for fostering creativity, imagination, and meaningful learning in children. Despite the significance of this approach, the lack of a valid and reliable instrument to assess the aesthetic curriculum underscores the need for the present study. Therefore, this study aimed to design and validate an Aesthetic Curriculum Scale based on Maxine Greene’s educational philosophy.

Methods: This study employed a mixed-methods approach. In the qualitative phase, a research synthesis method was used. The data sources consisted of national and international literature on aesthetic education and Maxine Greene’s educational philosophy published between 1973 and 2024. In the quantitative phase, a descriptive–survey design was adopted. The statistical population comprised 800 primary school teachers in Babol, Iran, of whom 260 participants were selected using the Morgan sample size table and proportionate stratified random sampling. The research instrument was a researcher-developed questionnaire derived from the qualitative findings. Its content validity was confirmed using the Content Validity Ratio (CVR = 1.00), and its reliability was established with a Cronbach’s alpha coefficient exceeding 0.91.

Findings: Based on the themes identified in the qualitative phase, the Aesthetic Curriculum Scale was developed with 44 indicators, four dimensions (goal, content, teaching–learning strategies, and evaluation), and one higher-order factor. The results of the confirmatory factor analysis indicated that the TLI and CFI indices were within the acceptable range, demonstrating that the proposed measurement model had a satisfactory fit to the data.

Conclusion: The developed scale is a valid and culturally appropriate instrument for assessing the aesthetic curriculum based on Maxine Greene’s educational philosophy. It can be used to support the design, evaluation, and improvement of primary school curricula and to facilitate future research on aesthetic education and children's learning.