دور بعض استراتيجيات التعليم-التعلم النشط في رعاية وتنمية الموهوبين الصغار في مجال التربية الفنية

الملخص EN

The current study aimed to reveal some active teaching/learning strategies fields, types, and its role in nurturing, developing, and developing young talents; including the strategy of enrichment activities, which is based on providing fair opportunities for each child to have sufficient time to express ideas freely; language, form, movement; denotation and symbol; or by dancing, acting, playing, imitating, reincarnating with a kind of spontaneity; spontaneity, consistent with a teaching diversity strategy; to help the child translate his emotions into different products that merge with the fabric of life.

(preparing the creative child for life through life activities), an attempt to reach an educational policy consistent with the creative capabilities of the talented young artistically, performatively, and socially, to achieve the requirements of sustainable education / learning (lifelong learning with a variety of enrichment artistic activities related to spatial relations, shapes, sizes, bodies , colors, and the richness of the surfaces of things), and the researcher relied on the descriptive analytical approach in describing the phenomena; collecting information, facts, intellectual and artistic content, semantic meanings, and the distinguishing features and features of some active teaching/learning strategies and their role in nurturing, developing and discovering gifted youngsters by using a variety of enrichment artistic activities by creating an educational environment that challenges the abilities of young gifted people; as well as the extrapolation of previous studies; and discuss the results.

the current research has reached the following results: -there is an effective role for some active teaching / learning strategies in nurturing, developing, and discovering young talents in the field of art education.

-the variety of enrichment activities offered to gifted children; with accumulated levels of meanings, and with sense data consistent with their characteristics, and their levels of reception; it caused a change in their visual, cognitive, emotional, and skillful behavior, and access to beautiful meanings associated with life activities.

-changing the learning environment of the gifted child by challenging his mental abilities with media, mechanisms, and techniques using strategies of enrichment activities, with factors of research, discovery, pleasure, excitement, visual effectiveness, and responsibility, while integrating gifted young people into the learning material, which contributed to increasing the awareness of gifted young people in producing different solutions to life's problems and transformations; (solutions associated with life activities).

-the diversity of education using enrichment activities at direct and indirect levels of receiving contributed to enhancing the receiving process of gifted youngsters with the factors of participation, interaction, integration, movement, fun and visual familiarity.

-involving gifted youngsters in learning activities outside the classroom (sustainable learning activities); contribute to finding new treatments for some life situations related to the relationships of place, shapes, sizes, bodies, colors and the richness of the surfaces of things, with the change in the visual behavior of the gifted child about the aesthetics of the environment and life.