The development of the learner's ability to draw decorative shapes According to the method of brainstorming

Abstract

Methods of teaching are a field of invention and innovation. Itsdirections cannot be predicted unless we carry out experiments andfield work in probing its results.Hence, and endeavouring to change the routine way in teachingand to search for novel educational ways leading probably to methodsreducing time or effort, or enhancing the learner’s datum-stability,and agreeing with the attitudes of the educational institutionsattempting to harmonize with the zeitgeist which is permanentlyrenewable, changeable, and moveable, the researcher attemptsto investigate the use of the method of Brainstorming in teachingIslamic ornamentation, a method which influences the learners’understanding, memory and innovation. Thus, and in line withthe research methodology, the researcher divides his research intofour chapters. The first chapter discusses the problem of developingthe learner’s ability to draw the decorative shapes according to themethod of brainstorming.The researcher does this experiment which its results, as those ofother earnest experiments, are hidden at the beginning. He endeavoursduring a complete semester to achieve the aim of theresearch which is knowing the range of validity of the method ofbrainstorming in developing the ability of learners to draw decorativeshapes. The objective limits of the research are engineeringshapes representing a hidden basis in designing Islamic ornamentation.Its spatial limits are second stage learners/Department ofArt Education/Faculty of Education/University of Kufa. The temporallimit is the academic year (2010-2011).The second chapter handles the theoretical side. In it, the researcherdeals with the literature of Islamic ornamentation, brainstormingand its features and characteristics, and how to execute brainstorm306ing session, its application steps and brainstorming supervisor’s orleader’s supposed state.Brainstorming is a method of presentinga subject in a form of a question stimulating learners’ incentive topresent suggestions to solve it in a way similar to free associationin the school of psychoanalysis via liberating learners to show theiropinions one by one, preventing interruption, objection or discussionwhen the learner goes on elaborating on his opinions, andhindering the group of learners from rejecting them even if theyare unreal and non-executable. This is to enable learners to emptytheir suggestions to solve the problem synchronizing with recordingthem. Later, the role of isolation comes to sift the suitable ones fromthe unsuitable ones. Then, good solutions are developed to choosethe fittest to be the optimal solution agreed upon by the learnersand their teacher. All this is arranged and planned by the teacher soas to fulfill the aims of the subject which demand a complete knowledgeof the standards of executing the method of brainstorming inteaching. In the experiment, the teacher of Islamic ornamentationis the researcher.After considering the theoretical side, the researcher inspects fourprevious studies dealing with similar subjects. But these studiesconcentrate on theoretical fields in non-mixed educational environments,i.e., non-coeducation environments.In chapter three, the researcher,via mathematical statistics, specifies the research society.They are (57) male and female learners. Fifty six of them representthe research sample which consists of two groups. The experimentalgroup is composed of (21) female learners and (7) male ones.Their total number is (28). They are taught by the method of brainstorming.The control group includes (22) female learners and (6)male ones. Their total is (28). The ordinary lecture method is usedin teaching them. The two groups are matched in age, sex, learning,and materials needed in the practical accomplishment of ornaments.In conformity with research requirements, the researcher dependson the experimental methodology using statistical means such asarithmetic mean, standard deviation, degree of freedom, and T-test.In chapter four, the researcher registers his experiment results. Themost important result is the possibility to apply the method of brainstormingin teaching the subject of Islamic ornamentation. Also, it ispossible to follow the traditional way in teaching without any variationcoefficient between the two methods. We can also rely on brainstormingin teaching practical subjects whereas previous studiesfocus on studying theoretical subjects only, use brainstorming justto break the monotony of the ordinary lecture, make the group oflearners do most of the learning of the subject of Islamic ornamentationand restrict the role of the teacher to coordinating the processof learning rather than being a sinew of it. In this connection, theresearcher notices that the learners in the experimental group aremore stimulated than those in the control group, that is, they aremore interacted by renovation growing their motives in spite of theconstancy of the outputs.The researcher concludes that there is no crucial factor in novelty.The outputs of the two methods are not different as concerns thesubject under research. The experiment indicates that there is nodifference between the traditional teaching method (lecturing) andthe modern method of brainstorming. It is inferred that Islamic ornamentationis old in its emergence and has the ability to develop andrenew in accordance with the spirit of the times and without any differencein its content where it conforms to the new teaching methodas well as the old one with no lagging.The researcher suggests thestudy of the effect of brainstorming method in teaching square Kuficalligraphy.