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ASU Conference on Fine Arts School Teaching Reality

​​​​​Amman – Under the auspices of HE Minister of Education Dr. Omar Al-Razzaz, Head of Al-Jame’a Directorate Dr. Zeinab Shawabka inaugurated the national conference on the Fine Arts School Teaching Reality held by ASU’s Faculty of Art and Design. The fine art teachers and supervisors who represent MIT directorates discussed issues related to teaching methods, classroom environment, schedule, mark and scholastic activities. These constituted the event’s main papers presented by school teachers.
Al-Razzaz’s speech, which was delivered by Al-Shawabka, centered on the role of Fine Art in building the student’s personality, intellectual skills, self-confidence and expression ability. The MIT pays special attention to the teaching of the subject in schools to make a creative and open-minded generation, carrying out the directives of HM King Abdullah II and HM Queen Rania.
ASU’s speech was delivered by President Professor Mahfouz Jouda, focusing on ASU’s strategy through the FAD to promote art, design and openness to the local community. He referred to the activities implemented in cooperation with public and private schools such as contests, specialized workshops and lectures for students and teachers, pointing to the FAD’s creation of an effective context for dialogue over issues which advance the teaching of Fine Art in Jordan.
The papers were presented by teachers Dr. Fayrooz Al-Khateeb, Qassem Al-Refa’i, Deena Al-Shamali, Orooba Al-Tameemi, Suha Al-Shajrawi, Kawther Hayajna, Nancy Abdul-Hadi, Anas Makhlouf, Afaf Al-Haj Hassan, Mohammad Ababna, Rania Obeidat and Manar Abu-Ghosh. They mainly explored school-minister and school-teacher relations and the school administrations’ perspective of Fine Art, bearing in mind that it is neglected and not combined with other curricular courses. Others investigated the teacher’s innovation in employing the classroom to serve him and his students and make him enjoy his task.
The conference Scientific Committee had received 23 papers by Fine Art teachers at public and private schools and representatives of universities, making recommendations to the Minister of Education. These contained issues of teaching the subject, supporting and encouraging the teacher and overcoming obstacles which prevent Fine Art teachers from going forward in making a creative, grumbling and thoughtful generation.
In a special session, the quality of students enrolling in the faculties of Art and Design was discussed by Dr. Khaleel Tabaza from the University of Yarmouk, Dr. Mohammad Bakr from the University of Jordan, Dr. Imran Hassan from Amman Private University, Dr. Majdi Yahya from the World Islamic Sciences and Education University and Dr. Abdul-Raheem Awad from ASU.
The participants said that such students should be willing to study the subject, gifted enough, capable to learn and hard-working to develop themselves.
As for the first-year foundation courses, they are intended to support the student coming from school without the drawing skills and theories of colour, anatomy, etc. They constitute the subject basics to tell whether the student is capable to carry on with the specialization in terms of innovation or cannot continue due to his inability to cope with the required skills and capabilities.
According to the participants, schools are witnessing a gap in determining the identity of the Fine Art teacher as a practitioner or one trained to teach. Public universities no longer make such teachers who are eligible to teach.
They remarked that the openness between the MIT staff and partners in universities and other institution is a major factor for integration and cooperation to serve the teaching of the subject. For instance, such meetings represent significant forums for the relevant parties to listen to each other.
The conference made the following recommendations:
·         Emphasizing the MIT staff’s effort and keenness to advance the educational process for the Fine Art Curriculum, and looking for the causes of                          interruption in the program in some schools to employ appropriate solutions
·         Highlighting meetings for all the education partners to communicate and cooperate on the Fine Art teaching developments
·         Stressing openness between the MIT and universities to enhance the school’s role of teaching the subject and learning from expertise
·         Reformulating the subject classroom reality in a way that gives a chance to the teacher and student to be individually and collectively creative
·         Carefully investigating relevant strengths and weaknesses, in light of the present suitable strategies which guarantee an educational process with                      outcomes achieving the teaching the required vision and objectives
·         Enhancing a true relation involving the teacher, supervisor and parents in the educational process in a way that motivates the student to enjoy the                    Fine Art class by means of symposiums and awareness raising meetings
·         Providing the infrastructure requirements which enable the school, teacher and students to innovate and enjoy the class
·         Developing the motivational tools for teachers and students in the subject classroom
​·         Supporting students with various thinking tools which consolidate their abilities in making academic achievement, respect for self and others,                            self-expression, training and life skills acquisition
·         Improving the level of scholastic activities to accomplish students’ excellence and better achievement
·         Encouraging artistic clubs to practice non-curricular activities in schools
​·         Trying not to design the schedule at the expense of the Fine Art class and scholastic activities
·         Studying the integration of Fine Art with the other subjects
·         Cooperating with universities in holding classroom camps for artistically excellent students
·         Highlighting the Fine Art mark within the general average, especially between the 7th and the 10th grades
·         Approving new curricula which are essentially interactive and communicative
·         Adopting appropriate mechanisms for curriculum follow-up, testing and solutions.