المفاهيم الجمالية في فن ما بعد الحداثة لبناء منهج في تاريخ الفن التشكيلي لقسم التربية الفنية == The Aesthetic Concepts In The Art of Post - Modernism To Build A Curriculum of The History of Plastic Art For The Department of Art Education
Author name:
زينب جاسم عبود الربيعي
Supervisor name:
محمد سعدي لفتة | سلام جبار جياد
General topic:
Fine Arts
Specific topic:
Art Education
Degree:
Doctorate
University:
University of Baghdad
Language:
Arabic
University location:
Baghdad
First pages:
18T982 - p.pdf
Abstract:
لما كان الجمال ومفاهيمه غاية الانسان منذ الازل وسعيه المتجدد عبر العصور، اذ عرف على الدوام بانه علة او اشكالية شغلت باله واقلقت مدركاته، ففسر بانه حقيقة ومعرفة منتشرة في كل زمان ومكان، اوجبت البحث عنها. ولما كان المنهج التعليمي لب العملية التعليمية واحد | As aesthetics and its concepts was the man's objective since the early period of mankind and his renewed Endeavour across the ages, and as the educational curriculum was the heart of educational process and one of the educational system input, therefore the title of the present research is "The Aesthetic concepts in the art of post modernism to build a curriculum for the history of plastic art for the department of art education".This research includes four chapters as follows : the first chapter contains the problem of research and its importance, it deals with the transformation which appeared in the aesthetic concept that produced by the requirement of the age of post - modernism and the artistic work was regarded as an aesthetic fact that made the receiver looking for it, so the problem of research was crystallized in two questions : 1 - How does the receiver recognize that aesthetic fact?2 - How to put aesthetic concepts for the art of post - modernism within the structure of a modern, developed and educational curriculum?The importance of research comes to conduct a study of aesthetic concepts foe the art of post - modernism as a part of the history of modern art and its philosophy at the disposal of art students to supply them with aesthetic Knowledge within a study curriculum which makes art of post - modernism and its concepts about educational process come close each others, as well as the study curricula come close to the movement of world artistical and educational development.The research aims to the following : 1 - Revealing aesthetic concepts in the art of post - modernism.2 - Buiding educational curriculum foe the "history of plastic art" in the light of aesthetic concepts for this art.The research was determined with aesthetic concepts in the art of post - modernism (Painting) for the aesthetic schools "abstract expressionism / pop art / optical art / conceptual art / superalism or excess reality". for the historical period 1945 - 2008 in USA and Europe.The materials of the period was gotten from Arabic and foreign books, academic studies and internet.The first chapter was concluded by overviewing the terms by defining them (concept aesthetic, aesthetic concept. modernism, post - modernism and curriculum).The second chapter consists of five parts as follows : 1 - The reason of relative concept in aesthetic to research the modern aesthetics.2 - The concept of modernism - properties of modernism the concept of modernism in plastic art, the traits of modernism art.3 - The concept of post - modernism, post - modernism society, forming the mind of post - modernism, discourse of post - modernism, vision of post - modernism in plastic art, the most important characteristic of post - modernism art - aesthetic concepts in the art of post - modernism.4 - The artistic schools for the art pf post - modernism, abstract expressionism, pop art, optical art, conceptual art, superalism or excess reality. this part is concluded with a group of aesthetic properties, traits and concepts for each school's fundamentals.5 - This part deals with building educational curriculum and its elements they are : the philosophical fundamental including : "philosophy and education, philosophy and society, aesthetic education, educational theories, philosophical bases for building the suggested curriculum" the congnitive fundamental including : "the kinds of knowledge, history, art, the kinds of concepts, forming the concepts, post - modernism and curriculum" and elements of educational curriculum including : "the sources of derving the aims, the kinds of aims, criteria of educational aims, the fields of aims and their levels" content, educational activities, teaching methods, educational techniques, educational means, assessment" and models for building curricula and the suggested model for the history of plastic art and describing the suggested model.The second chapter concluded with a group of indications related to each part of indications related to each part of the five parts mentioned above. these indications were depended, as concerned with the aesthetic concepts, in building the suggested curriculum.The third chapter concerns with the procedures of research and its methodology including. determining the research and population, its sample, its instrument, steps for building the curriculum, describing the suggested excutive model validity and reliability of the instrument with statistic means.Finally, the fourth chapter contains findings, conclusions, recommendation and suggestions. the findings reached by the researcher : 1 - Multiplicity of aesthetic concepts for the art of post - modernism influced by the concepts characterized with the age like fragmentation, difference, super fluousness and falling the holy embodied within the arts of the age that distinguished with sadism, speed, spontaneity and exaggerated movement of the body within the concept of free playing as influenced by he trend of changed and renewed life of the age.This invites to mix the artistic kinds which leads to using raw materials and renewed and justified artistic styles via the opening of meaning in interpretation to achieve the wide attraction of participating receiver.2 - Abstract expressionism characterized with documenting the moment described as the moment of break down that distinguished its artists with individual and temporary style.3 - Wide using of various material and techniques that cancelled that prior planning, so it was described as improvised in its Dearing with color and technique.4 - Pop art depended on the output of common popular culture via mass media, using a new vision to secure so much influence on the receiver with using techniques that achieve a big a mount of attraction, boldness and prior provocation via using developed and technology means.5 - Photography entered as a revealer "(picker) of the elements of consumer society with entering of concepts "market, consumption, legend - fame - " contained in the consumption of aesthetic concept for the pop art and excess reality.6 - The optical art and excess reality depended on the concept of optical illusion, but there is a difference between them : the first one depended on functioning scientific, mathematical and psychological theories to form the artistic work, while the second one depended on the amount of intense accuracy and perfect congruence in forming the artistic work.7 - Language as it includes ideas and information regarded as aesthetic concept for the artistic work in new artistic kinds.According to the indications of theoretical frame and in the light of finding reached by the researcher in achieving the first aim of the research and according to curricula models that formed previously and theories of curriculum, the researcher built a suggested curriculum for the history of plastic art according to the mast modern method and modern styles to regulate the content and to choose teaching methods, educational means and educational techniques to achieve the required educational aims.The researcher reached a group of recommendations and suggestions as follows : 1 - The necessity of informing the art students about the artistic movements for the art of post - modernism and its last novelties.2 - Benefiting from the steps and procedures of the model in building other studies as adopting such model in teaching the students of art education - third stage "within a consecutive teaching plan and a logical historical sequence and the artistic school across history".3 - The other departments that the subject of history of art is within their formal texts may adopt this model.4 - The researcher suggested dealing with other schools and artistic movements that were not dealt with in this research. They will be dealt with within study curriculum and apply them in other study stages.
