Building an Instructional Strategy Based on Experiential Learning Theory and Its Effect on Developing Pivotal Thinking among Students of the Institute of Fine Arts in the Course of Art Analysis and Criticism

Abstract

Abstract:
The  study aims to develop an instructional strategy based on Experiential Learning Theory and to identify the effect of a strategy built upon this theory in developing pivotal thinking among students of the Institute of Fine Arts. The research population consisted of fifth-grade morning-study students in boys’ Institutes of Fine Arts in Iraq, totaling (973) students. The research sample included (40) fifth-grade students from the Institute of Fine Arts, who were divided into two groups.A number of statistical methods were employed, including the t-test for two independent samples to ensure equivalence between the control and experimental groups in the research variables (prior experience and chronological age). The results revealed statistically significant differences between the mean scores of the experimental and control groups on the post-achievement test in favor of the experimental group, with a calculated t-value of (6.90) compared to the tabulated value of (2.02), indicating a large effect size of (1.87). The findings also showed statistically significant differences between the pre- and post-achievement test scores of the experimental group in favor of the post-test, with a calculated t-value of (7.36) compared to the tabulated value of (2.09), reflecting a large effect size of (2.21).

Based on these findings, the study recommends adopting of the Experiential Critical Journey Strategy as a primary strategy for teaching the subject of Art Analysis and Criticism in Iraqi Institutes of Fine Arts. To complement the research procedures, the researcher suggests conducting further studies, including:

1. The effect of the Experiential Critical Journey Strategy on other art subjects such as art appreciation, design, and art history.