Building a model based on Digital Ecology to Acquire Theatrical scenery formation skills for teachers of the Institute of Fine Arts

Abstract

Scientific discoveries and digital technology have transformed the course of education and its delivery methods in a contemporary environment that is in line with intellectual maturity. This has prompted educational institutions to encourage and guide researchers to research and follow up on recent developments in education, with the aim of developing teaching methods and fine arts, given their importance in achieving educational goals. Modern educational curricula require significant and advanced efforts to enhance the professional and technical competence of theater arts teachers at fine arts institutes (in-service). This is achieved by designing educational models aimed at developing and enhancing the skills and creative abilities in creating theatrical scenery among both teachers and students in the field of theater arts. Digital ecology, in addition to advanced human production, is considered one of the pillars of societal development and continuity, which has prompted people to express themselves through art, changing and developing their spaces. Based on the above, the current research problem arose from a survey conducted by the researcher in a number of fine arts institutes. It was found that most contemporary technologies were not employed in the formation of theatrical scenery. The researcher sought to achieve two main objectives: constructing a proposed model based on digital ecology. To measure the impact of the model on acquiring theatrical scenery formation skills among teachers of the Institute of Fine Arts. The second objective will be verified through the following hypothesis: "There are no statistically significant differences at the level of (0.05) between the arithmetic averages of the scores of the experimental group that studied according to (a model based on digital ecology) and the control group that studied using the traditional method (presentation and modeling) in the post-skill test for theatrical scenery formation." A random sample of (26) male and female teachers was selected and distributed into two groups: the first (experimental) group, which included (13) male and female teachers, and the second (control) group, which included (13) male and female teachers, according to the experimental design of two identical samples, adopted in this research. A model was built for theatrical arts teachers, and to evaluate the impact of the model, the researcher designed a skill test, in addition to a form to evaluate skill performance. To present the results, the researcher relied on a set of statistical methods, including the t-test for two independent samples, the Mann-Whitney test, and the chi-square. Among the most prominent findings the researcher reached is the effectiveness of the model developed in this research in acquiring the skills of creating theatrical scenery. One of the most important conclusions the researcher reached is that the proposed model, based on digital ecology, has a clear impact on the experimental group in designing and creating theatrical scenery. The researcher added a set of recommendations and suggestions.