Multiple Methods of Teaching Arts Between Past and Present in Jordanian Universities

The study in concepts of Fine Arts educational methods in the Jordanian Universities from the perspectives of instructors in Fine Arts faculty at Yarmouk University and Arts and design faculty at Jordanian University in the academic year 2019/2020, the researcher used the descriptive analyses approach. The study population consists of Fine Arts faculty instructors at Yarmouk University (55) and Arts and design faculty instructors in the Jordanian University (32)with 87. The study tool was applied to the plastics art department instructors with a number (26) and with a percentage (98%). To achieve the study's goal, the researcher has conducted a 56-items questioner distributed on five main areas: the purposes of teaching Fine Arts, the reality of Fine Arts teaching, modern teaching methods, Fine Arts attitudes, and Fine Arts learning approaches. The validity and reliability of the tool have been verified.The study results showed that teaching Fine Arts objectives were high in the Jordanian universities with an average (2.54). The reality of Fine Arts teaching in the Jordanian universities was high with average (2.39, the fine arts teaching methods used in the Jordanian universities were high with average (2, 42). According to instructors ' perspective, attitudes toward Fine Arts in the Jordanian universities were high with average (2, 45), and the effectiveness of teaching approaches used in teaching Fine Arts in the Jordanian universities was high with average (2, 48). On light of the previous results, the researcher recommended some recommendations to modernize Fine Arts teaching methods.

consisting of (56) items distributed into five areas: "The Objectives of Teaching Fine Arts" includes (15) items, "The Reality of Teaching Fine Arts" includes (15) items, "Modern Teaching Methods" includes (11) items, and "Trends in Fine Arts" includes (7) items, And "Curricula for Teaching Fine Arts" includes (8) items.

Study procedures
The researcher took the following steps to implement the study: -Defining the study problem, its questions, and its variables.
-Refer to the theoretical literature and previous studies related to the study problem.
-Study tool preparation through theoretical literature.
-Ensure the study tool's validity by submitting it to a group of specialized arbitrators and taking their opinions. -Verify the study tool's stability by applying it to an intentional sample and then Pearson and Cronbach's Alpha coefficients with internal consistency. -Entering data into the computer and extracting and analyzing statistical results.
-Discuss the results of the study and make recommendations in light of the results.

Reliability of the study tool
The researcher verified the study tool's reliability by applying it to an intentional sample from within the study sample's scope, and to ensure the reliability of the tool, the internal consistency was calculated according to the Cronbach Alpha equation, and Table (1) shows these parameters. And these percentages were considered suitable for this study.

Statistical treatment
The statistical treatment includes a detailed presentation of the results of the study, according to the following question: "What are the changes in the concepts of the methods of teaching fine arts in Jordanian universities," which resulted in the following sub-questions: Results of the first question: What are the goals of teaching fine arts in Jordanian universities? To answer this question, arithmetic averages and standard deviations were extracted to teach fine arts in Jordanian universities, and the table below illustrates this. The goals of teaching fine arts as a whole 2.54 369.
High Table (2) shows that the arithmetic averages ranged between (2.31-2.88), While Paragraph No. (1), which states "introducing students to fine arts and its relationship with different civilizations," came first, with a mean of (2.88), and at a high level. While item (14), which states "the student's perception of art as a means of communication between various cultures," came last, with an arithmetic mean of (2.31), with an average level, the arithmetic means of the goals of teaching fine arts as a whole was (2.54), with a high average.

The second question: What is the reality of teaching fine arts in Jordanian universities?
To answer this question, arithmetic averages and standard deviations of the reality of teaching fine arts in Jordanian universities were extracted, and the table below illustrates this.  (16) and (17) came which provide for "identifying students 'abilities and previous technical experiences before starting to provide the material and linking new knowledge with the learners' experiences." "The use of modern audiovisual aids in teaching courses" in the first place, with an arithmetic average of (2.58), and a high level, While paragraph No. (21), which states: "Linking the theoretical and practical side when giving lectures" to the last rank, with an arithmetic average of (2.12), with an average level. The average of the reality of teaching fine arts as a whole was (2.39), with a high level.

The third question: What are the modern teaching methods in fine arts in Jordanian universities?
To answer this question, the arithmetic means and standard deviations of modern teaching methods used in Jordanian universities were extracted, and the table below illustrates that.  (32) and (36) came which stipulate "employing the E-mail technology to communicate with students." And "The use of the art file in the teaching and evaluation of artistic works" is in the first place, with an arithmetic average of (2.54), and with a high level, while Paragraph No. (35) which states "The use of the discovery method in teaching" Came in the last place, with Arithmetic average of (2.27), with an average level. The arithmetic average of fine arts teaching methods was (2.42) with a high level.

The fourth question: What are the trends towards fine arts in Jordanian universities from their teachers' viewpoint?
To answer this question, arithmetic averages and standard deviations of trends towards fine arts in Jordanian universities were extracted from the viewpoint of their teachers, and the table below illustrates that.  (42), which states "helping students understand and accept contemporary technical developments" came first, with an arithmetic average of (2.54), and at a high level, while paragraph No. (44), which states: "Adherence to the old and prevailing educational methods" ranked last, with an arithmetic average of (2.38), and a high level. The arithmetic mean of trends in the fine arts as a whole is (2.45).

The fifth question: What is the degree of effectiveness of fine arts education curricula in Jordanian universities?
The arithmetic means and standard deviations of the degree of effectiveness of fine arts teaching curricula in Jordanian universities were extracted to answer this question, and the table below illustrates this.  (6) shows that the arithmetic averages ranged between (2.27 -2.65), where paragraph No. (55) which states "changing the content of art education to reflect an interest in contemporary theories in art." came in the first place, with an arithmetic average of (2.65) and a high level, while paragraph No. (50), which states: "The current arts curriculum implies the student's awareness of civilizational history and cultural development" at the last rank, with an arithmetic average of (2.27) at an intermediate level, the arithmetic mean of the fine arts curricula as a whole was (2.48), with a high level.
average of (2.39). The researcher may attribute this to the extent of the faculty members 'awareness of the importance and necessity of teaching fine arts, as reflected in the students' future societal life. Where paragraphs (16) and (17) came, which stipulate "identifying students 'capabilities and previous technical experiences before starting to submit the material and linking new knowledge with the learners' experiences." And "the use of modern audiovisual aids in teaching courses" came first, with a mean of (2.58), and at a high level, the arithmetic averages ranged between (2.58.504.). The researcher may attribute this to the interest of faculty members and their familiarity with the importance of their prior knowledge of students' abilities and previous experiences to give the appropriate educational material and choose the appropriate method for students ' individual differences. Item No. (21) states: Linking the theoretical and practical aspect when giving lectures to the last rank, with an arithmetic average of (2.12), with an average level. The researcher attributed that to the fact that the focus of the teachers of the Faculty of Fine Arts comes to each aspect separately.

Third: Discussing the results related to the third question
The question states: What are modern arts teaching methods used in Jordanian universities?
The study results showed the degree of using modern teaching methods with a high degree and with an arithmetic average of ( 2.42). The researcher may attribute this to the faculty members 'awareness of using modern teaching methods in fine arts to reach the teaching process's desired goals. Where the paragraphs (32) and (36) came, which states: "Employing the E-mail technology to communicate with students" and "Using the Art File in Teaching and Evaluating Artistic Works" ranked first, with an arithmetic average of (2.54), and a high level. The researcher attributes this to the ease and widespread use of e-mail technology among students, the speed of information access, and the acquisition of time and effort to deliver information. The researcher attributes that the use of the art file increases the student's earnings by viewing the works of art and stimulating new artistic works because of the experience and observation he enjoys. While paragraph No. (35), which states: "The use of discovery method in teaching," ranked last, with an arithmetic average of (2.27), with a medium level. The researcher attributes the university administration's lack of interest in technical seminars and conferences due to the financial deficit currently going through Jordanian universities.

The fourth question: What are the trends towards fine arts in Jordanian universities from their teachers' viewpoint?
The results of the study showed that the trends in fine arts were high (2.45). The researcher attributes this to the faculty members' motivation to help students know and work on the various artistic trends. Where came paragraph No. (42), which states: "Helping students to understand and accept contemporary artistic developments" in the first place, with a mean of (2.54), and with a high level, the researcher attributes this to the importance of students' acceptance of contemporary artistic developments to advance and innovate the artistic process. While paragraph No. (44), which states: "Aence to the old and prevailing educational methods," ranked last, with an arithmetic average of (2.38), and a high level. The researcher attributes this to the fact that the nature of the technical material sometimes requires old and prevailing educational methods.

The fifth question: What is the degree of effectiveness of fine arts education curricula in Jordanian universities?
The study results showed that the degree of effectiveness of fine arts teaching curricula in Jordanian universities came at a high level (2.48). The researcher attributed this to the awareness and perception of the faculty members. And the importance of activating art education curricula commensurate with students' abilities, preferences, and goals required of the art teaching process. Where came paragraph No. (55), which states: Changing the content of art education to reflect an interest in contemporary theories in art. "In the first place, with an arithmetic average of (2.65), at a high level, the researcher attributes this to the interest in modern and contemporary theories in art and content commensurate with modernity. While paragraph No. (50), which states: "The current arts curriculum implies the student's awareness of civilizational history and cultural development" at the last rank, with an arithmetic average of (2.27) at an intermediate level, the researcher attributes this to the cultural history and cultural development dimension to a certain extent from fine arts curricula and the lack of introduction of the civilizational history and cultural development.

Study Results
This study aimed to present a set of art teaching methods used in teaching fine arts in general, and a set of approaches were chosen to update the methods of teaching fine arts. Such as methods of teaching fine arts between traditional and modernity, conventional methods of teaching fine arts, and modern teaching methods in fine arts and the professional artist's association with fine arts colleges, art museums and galleries, changing the concepts of fine arts teaching methods, and their connection to the reality of the communication revolution and the reality of teaching fine arts in Jordanian universities.