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جماليات التعبير الفني للنحت المعاصر ودورها في تنمية التفكير الابداعي لطلبة التربية الفنية == The Aesthetics of Artistic Expression In Contemporary Sculpting And Its Role In Developing The Innovative Thinking For Students of Art Education
Author name:
عمار جبار حسين الوهج
Supervisor name:
صلاح لازم حسن
General topic:
Fine Arts
Specific topic:
Art Education
Degree:
Doctorate
University:
University of Baghdad
Language:
Arabic
University location:
Baghdad
First pages:
18T923 - p.pdf
Abstract:
The first beginning of contemporary sculpting appeared in the three - dimensional work performed by the artist Picasso (1910 - 1925), which consisted of elements and group of raw materials from iron and wires that formed a new pattern that was not known before. This trend which had appeared in the art of sculpturing is attributed to the Spanish sculptor Julio Gonzales 1876 - 1924.This transformation has given a phenomenon realized by the artistic and the recipient of the artistic work, and this formed a base for other sculptures in performing similar works in sculpture. What aesthetic have presented through their work show new aesthetic according to an artistic perspective that helped in showing the artistic results and achievements that bear aesthetic symbols. These artistic works have manifested life and nature and their intellectual and human reality in all its social, religious artistic and philosophical realms.Since innovative thinking, whether artistic or literary, is a mental activity that is characterized by atypical and not in line with the basics of the regular thinking leading to a production that is characterized by innovation and novelty, thus, this activity could be transformed into a useful behavior on the various fields including art education.Since the Department of Art Education in the College of fine Art aims at the training and the rehabilitation of the students studying in this Department into qualified teachers of the subject of Art Education, then, this teacher is required to possess the cognitive the teaching efficiencies and expertise (cognitive and skill) that qualified him\her to implement the requirements of this subject including (painting, ceramic, sculpturing, etc.).Upon the above, the problem of the present study is founded around the derive the artistic skills that have formed the aesthetic ideas and perspective which the contemporary sculptor have formed in his sculpture works so that they are represented in a group of elements, symbols and the linking relations of the artistic work. This can be done through the use if the various environmental raw materials in constructing of his work. That adds that is distinguished from the conventional. The researcher found that investment can be invested to derive methods which can be given to students of Arts Education who study Sculpturing subject and introduce them to the raw materials and the techniques that are characterized by aestheticism.The present study aims at the revealing the aesthetic of artistic expression of contemporary sculpture.To achieve the objective, the research puts the following sub - objectives : • Designing an instructional paradigm according to the aesthetic of artistic expression of contemporary sculpture to develop innovative thinking.• Measuring the effectiveness of the instructional paradigm through experiment on sample of students from the second grade - Dept. of Art Education in Sculpturing.In order to verify the instructional paradigm, the four null hypotheses were posed. The research community consisted of 53 male\female students of whom the researcher chose 26 students, they were distributed into two group : an experimental group that the subject of Sculpturing according to instructional paradigm and the second is the control group which was taught the same subject in the conventional methods. They were matched in terms of the variables of sex - age - innovative thinking - and skill test.In order to archive the objectives, the researchers design the instructional paradigm according to the principles of instructional design. The content of instructional paradigm includes an analysis of 16 works of sculpture performed by artists of contemporary sculpturing, after that, two types of tests were devised to measure innovative thinking which includes 24 questions each includes 3 branches. The researcher put 1 mark for each correct answer and zero to the wrong one. The total scores become 72 marks. For the skill test, he designed form of evaluation that includes 12 items for which he determined fivefold scale. Thus, the total scores equal 60 marks.The tools were displayed before group of experts in the specialization of art education, Sculpturing and the methods of teaching to verify their validity. The researcher applied on the surveillance sample to know the constancy coefficient which attained (0.89) for the innovative thinking and (0.87) for the kill evaluative form.In order to show the findings of the study, the researcher depended on a set of statistical means like Mann - Whitney, difficulty and distinguishing, coefficient, Kudor - Richardson equation 20 and Holesty equation. The most important findings of the study are the following : The experimental group, who used the instructional program the content of which includes sculpture works of contemporary artists designed according to the principles of instructional designed excelled over, excelled over the control group who were taught the same subject in the conventional methods. The reason for this is the organization in the learning of the heuristicexperiences and the sequence of the steps of artistic skills and convey them to students; this facilitated the acquisition of sculpturing skills for students.Upon the above conclusions, he researcher recommends a number of recommendations : • Depending the instructional program in teaching Sculpturing for the second grade\ Dept. of Art Education for the prove its effectiveness and quality in developing innovative thinking for them in comparison with the conventional methods.• Any teaching specialized in Sculpturing can resort to the content of the instructional program in teaching the subject because it included a set of heuristic means (instructional images of the works of sculpture by contemporary artists) in addition to the analysis of the features and methods of implementations.
