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

Rashid Kadhim, Hatem

	The development of the learner's ability to draw decorative shapes According to the method of brainstorming
Journal of Nabo
Article 1, Volume 0, Issue 9, 2016, Pages 303-324
Author
Hatem Rashid Kadhim
Abstract
Methods of teaching are a field of invention and innovation. Its directions cannot be predicted unless we carry out experiments and field work in probing its results. Hence, and endeavouring to change the routine way in teaching and to search for novel educational ways leading probably to methods reducing time or effort, or enhancing the learner’s datum-stability, and agreeing with the attitudes of the educational institutions attempting to harmonize with the zeitgeist which is permanently renewable, changeable, and moveable, the researcher attempts to investigate the use of the method of Brainstorming in teaching Islamic ornamentation, a method which influences the learners’ understanding, memory and innovation. Thus, and in line with the research methodology, the researcher divides his research into four chapters. The first chapter discusses the problem of developing the learner’s ability to draw the decorative shapes according to the method of brainstorming. The researcher does this experiment which its results, as those of other earnest experiments, are hidden at the beginning. He endeavours during a complete semester to achieve the aim of the research which is knowing the range of validity of the method of brainstorming in developing the ability of learners to draw decorative shapes. The objective limits of the research are engineering shapes representing a hidden basis in designing Islamic ornamentation. Its spatial limits are second stage learners/Department of Art Education/Faculty of Education/University of Kufa. The temporal limit is the academic year (2010-2011). The second chapter handles the theoretical side. In it, the researcher deals with the literature of Islamic ornamentation, brainstorming and its features and characteristics, and how to execute brainstorm306 ing session, its application steps and brainstorming supervisor’s or leader’s supposed state.Brainstorming is a method of presenting a subject in a form of a question stimulating learners’ incentive to present suggestions to solve it in a way similar to free association in the school of psychoanalysis via liberating learners to show their opinions one by one, preventing interruption, objection or discussion when the learner goes on elaborating on his opinions, and hindering the group of learners from rejecting them even if they are unreal and non-executable. This is to enable learners to empty their suggestions to solve the problem synchronizing with recording them. Later, the role of isolation comes to sift the suitable ones from the unsuitable ones. Then, good solutions are developed to choose the fittest to be the optimal solution agreed upon by the learners and their teacher. All this is arranged and planned by the teacher so as to fulfill the aims of the subject which demand a complete knowledge of the standards of executing the method of brainstorming in teaching. In the experiment, the teacher of Islamic ornamentation is the researcher. After considering the theoretical side, the researcher inspects four previous studies dealing with similar subjects. But these studies concentrate 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 represent the research sample which consists of two groups. The experimental group 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 used in 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 depends on the experimental methodology using statistical means such as arithmetic mean, standard deviation, degree of freedom, and T-test. In chapter four, the researcher registers his experiment results. The most important result is the possibility to apply the method of brainstorming in teaching the subject of Islamic ornamentation. Also, it is possible to follow the traditional way in teaching without any variation coefficient between the two methods. We can also rely on brainstorming in teaching practical subjects whereas previous studies focus on studying theoretical subjects only, use brainstorming just to break the monotony of the ordinary lecture, make the group of learners do most of the learning of the subject of Islamic ornamentation and restrict the role of the teacher to coordinating the process of learning rather than being a sinew of it. In this connection, the researcher notices that the learners in the experimental group are more stimulated than those in the control group, that is, they are more interacted by renovation growing their motives in spite of the constancy 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 the subject under research. The experiment indicates that there is no difference between the traditional teaching method (lecturing) and the modern method of brainstorming. It is inferred that Islamic ornamentation is old in its emergence and has the ability to develop and renew in accordance with the spirit of the times and without any difference in its content where it conforms to the new teaching method as well as the old one with no lagging.The researcher suggests the study of the effect of brainstorming method in teaching square Kufi calligraphy.

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