Skills of creative thinking of the curriculum of art education drawing branch in the Institute of Fine Arts

Mohammed Abdullah, Eng.

	Skills of creative thinking of the curriculum of art education drawing branch in the Institute of Fine Arts
Journal of The Iraqi University
Article 1, Volume 3, Issue 33, 2016, Pages 533-577
Author
Eng. Mohammed Abdullah
Abstract
The field of creativity in the last four decades has attracted great attention from scientists and researchers in the field of education and psychology, where research and studies have dealt with the nature of creativity and its growth and the various factors that interfere in its composition. The main objective of this research is to identify the reasons for individuals' differing ways of thinking, ways of organizing their perceptions, planning and implementation. The curriculum has a great role in the development of creativity and thinking, which includes the integration of previous experiences possessed by the individual in a way that did not happen before when he tries to solve a certain problem, and their role in the educational process through the development of elements developed with the current developments in the era of technology such as the establishment of appropriate objectives and content Good and the use of methods and methods developed and appropriate by the excellent teacher because learning is effective and achieves good educational outcomes only through an effective organization linking the theory and application in physical and psychological conditions, taking into account the abilities and needs of students in the form of facts and concepts Attitudes, knowledge and skills achieved through inclusive growth, which seeks the individual and society. (Al-Ghamdi, 1997, p. 15), (Source of Creative Thinking and Teacher of Art Education, 2004, Net). It was noted that there is a lot of modern guidance calling for the need to develop curricula and update them according to the skills of creativity and creative thinking. Therefore, modern education has depended on the provision of curricula for the formation of such trends in its subjects, including the curricula of art education that have accompanied the life of the student from the beginning of his childhood until the end of his studies in the subsequent school stages. The institutions, including the fine arts institutes,  Art lessons are only part of the educational process and complementary to the task of developing and growing the capabilities of creative and innovative art in individuals to gain new technical trends adapted to the conditions of their work and environment and give them opportunities to express their privacy in vision and reflection and Ak Chav and develop the freedom of artistic expression of their feelings, thoughts and self-interest to satisfy their needs and desires, and give everyone the right to exercise the artistic style he wishes. (Muhammad Hussein, 1996, p. 13) The development of the individual's abilities, tendencies, preparations and aspects of aesthetic taste through the construction of new curricula and features capable of developing strategies and effective teaching plans in general, and the Institute of Fine Arts in particular, which can benefit the student in building a distinctive artistic personality, In Amman in 1987 in the pursuit of art education to build an artistic personality characterized by originality and ability to: 1. Create new forms and symbols that did not exist before 2. Develop and develop forms and symbols originally and employ them after updating and modifying them. 3. Re-use of previously existing symbols and forms "in different formations (Imam, 1996, p. 14).

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