استراتيجية البيت الدائري في تدريس جماليات الخط العربي لتنمية الوعي الجمالي و بعض مهارات التفكير الابتكاري لدى طلاب التربية الفنية

الملخص EN

The current study aimed to identify the effect of using the circular house strategy in teaching the aesthetics of Arabic calligraphy in developing aesthetic awareness and innovative thinking among students of the third year, Technical Education Division, Faculty of Specific Education, Assiut University.

The study followed the semi-experimental approach using semi-experimental design with two groups.

The study group consisted of (60) Male and female students who were divided into two groups: an experimental group consisting of (3) male and female students; a controlling group consisting of (30) male and female students, and a group of male students for the exploratory experiment, which included (50) male and female students.

To achieve the aims of the study, the researcher prepared the following tools and materials: A list of creative thinking skills that reached three main skills (fluency, flexibility, and originality), with each skill including three sub-skills.

For the use a circular house shape strategy, a measure of aesthetic awareness, a test of creative thinking skills and an assessment card for the artistic product.

The study came to the following findings : There are statistically significant differences at the level of 0.01 between the mean scores of the experimental and controlling groups in the post application of the aesthetic awareness scale in favor of the experimental group.

Also, there are statistically significant differences at the level of 0.01 between the mean scores of the experimental group in the pre and post applications of the aesthetic awareness scale in favor of the post application, and there are statistically significant differences at the level of 0.01 between the mean scores of the experimental and control groups in the post application of the creative thinking test in relation to (fluency, flexibility, originality and the total score on the test) for the experimental group.

Furthermore, there are statistically significant differences at the level of 0.01 between the mean scores of the experimental group in the pre and post applications of the creative thinking test in relation to (fluency, flexibility, originality, and the overall score of the creative thinking test) in favor of the post application.

The study recommended the necessity of using the circular house strategy in teaching aesthetics of Arabic calligraphy and in artistic education in general at different academic stages, and paying attention to developing aesthetic awareness among students and innovative thinking as well and making use of study tools and materials and employing them in the educational process.

The study also presented a set of suggestions related to what study findings revealed.