‫ﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬

‫ﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ‪ -‬ﺍﻟﺮﻳﺎﺽ‬
‫ﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﻟﺘﺮﺑﻴﺔ ‪ -‬ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‬

‫ﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺒﺎﺕ‬

‫ﺍﳌﻮﻫﻮﺑﺎﺕ‬

‫‪Computer Technological Capabilities to Enrich Advertising‬‬

‫‪Design of Talented Female Students‬‬

‫ﺚ ﻣﻘﺪﻡ ﺍﺳﺘﻜﻤﺎ ﹰﻻ ﳌﻄﺎﻟﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺎﺟﺴﺘﲑ ﺍﻵﺩﺍﺏ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬

‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺒﺔ‬

‫ﺣﻨﺎﻥ ﺑﻨﺖ ﺻﺎﱀ ﺍﻟﻐﻤﺎﺱ‬

‫‪٤٢٧٤٢٢٠٣٢٥‬‬

‫ﺇﺷﺮﺍﻑ‬

‫ﺩ‪ .‬ﻓﺎﻃﻤﺔ ﻓﺎﺭﻭﻕ ﺩﺭﻭﻳﺶ‬

‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ‪ -‬ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎﱐ‬

‫‪١٤٢٩‬ﻫـ ‪٢٠٠٨ /‬ﻡ‬

 ‫ﺷﻜــﺮ ﻭﺗﻘﺪﻳــﺮ‬

‫ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ‪ ..‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻟﻪ ﺍﻟﻨﱯ ﺍﻷﻣﲔ ﳏﻤﺪ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪ ،‬ﻭﻋﻠﻰ ﺁﻟـﻪ‬
‫ﺒﻪ ﻭﺳﻠﻢ ‪ ..‬ﻭﺑﻌﺪ‬
‫ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ ﻋﻠﻰ ﺃﻥ ﻳﺴﺮ ﱄ ﺍﻟﺴﺒﻞ ﻭﻫﺪﺍﱐ ﺇﱃ ﻃﻠﺐ ﺍﻟﻌﻠﻢ ﺍﻟﻨﺎﻓﻊ ﺑﺂﺫﻧﺔ ﺗﻌﺎﱃ ‪ ،‬ﻭﻋﻠﻰ ﺇﻛﻤـﺎﻝ‬
‫ﺒﺤﺚ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﱵ ﺃﺭﺟﻮ ﻓﻴﻬﺎ ﺍﻟﻔﺎﺋﺪﺓ ﻭﺍﻟﺘﻮﻓﻴﻖ‪ ،‬ﻭ ﺃﻥ ﺗﻜﻮﻥ ﻋﻠﻤﹰﺎ ﻧﺎﻓﻌﹰﺎ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭ ﺍﻵﺧﺮﺓ ‪.‬‬

‫ﺰ ﺍﻟﻨﺎﺱ ﰲ ﻫﺬﺍ ﺍﻟﻮﺟﻮﺩ‪ ..‬ﻭﺃﻏﻠﻰ ﻣﺎ ﺃﻣﻠﻚ ﰲ ﻫﺬﻩ ﺍﻟﺪﻧﻴﺎ‪..‬ﺇﱃ ﺃﻣﻲ ﻭﺃﰊ ﺍﻟﻐﺎﻟﻴﺎﻥ ﺃﺣﺎﻃـﺎﱐ ﲝﺒـﻬﻤﺎ ﻭ‬
‫ﻤﺎ‪ ،‬ﻓﺘﻌﺠﺰ ﺃﻣﺎﻣﻬﻤﺎ ﻛﻠﻤﺎﺕ ﺍﻟﺸﻜﺮ ﻓﻼ ﺗﻔﻴﻬﻤﺎ ﺣﻘﻬﻤﺎ‪ ،‬ﻟﻜﻤﺎ ﻣﲏ ﻛﻞ ﺍﳊﺐ ﻭ ﺍﻻﺣﺘﺮﺍﻡ ﻓﻼ ﺣﺮﻣﲏ ﺍﷲ‬
‫ﺎ ﻭﺟﺰﺍﻛﻤﺎ ﺍﷲ ﻛﻞ ﺧﲑ ﻋﻠﻰ ﻭﻗﻔﺘﻜﻤﺎ ﻣﻌﻲ ﻃﻮﺍﻝ ﺣﻴﺎﰐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺑﺎﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺪﻋﺎﺀ‪.‬‬

‫ﺯﻭﺟﻲ ﺍﻟﻌﺰﻳﺰ ﻳﺎﺳﺮ ﺍﻟﺬﻱ ﺃﺣﺎﻃﲏ ﲝﺒﻪ ﻭ ﺩﻋﻤﻪ‪ ،‬ﻭﺍﻟﺬﻱ ﱂ ﻳﺄﻟﻮﺍ ﺟﻬﺪﺍ ﰲ ﺳﺒﻴﻞ ﺗﺸﺠﻴﻌﻲ ﻭﻣـﺴﺎﻋﺪﰐ‬
‫ﻳﺪ ﺍﻟﻌﻮﻥ ﱄ ﰲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﺤﺼﻴﻞ‪ ،‬ﻟﻚ ﻣﲏ ﻛﻞ ﺍﳊﺐ ﻭ ﺍﻻﺣﺘﺮﺍﻡ ﻓﻼ ﺣﺮﻣﲏ ﺍﷲ ﻣﻨﻚ‪.‬‬

‫ﺴﻤﱵ ﰲ ﻫﺬﻩ ﺍﳊﻴﺎﺓ‪ ..‬ﻭﻣﻦ ﻛﺎﻧﻮﺍ ﻋﻮﻧﺎ ﻭﺳﻨﺪﺍ ﱄ ﻃﻮﺍﻝ ﺣﻴﺎﰐ ﺇﱃ ﺃﺧﺘﺎﻱ ﺭﺣﺎﺏ ﻭﻏـﺪﻳﺮ ﻭﺃﺧـﻮﺍﻱ‬
‫ﷲ ﻭﺃﲪﺪ‪...‬ﻻ ﺣﺮﻣﲏ ﺍﷲ ﻣﻨﻜﻢ ﻭﺣﻔﻈﻜﻢ‪..‬‬

‫ﻗﺪﻡ ﺷﻜﺮﻱ ﻭ ﺍﻣﺘﻨﺎﱐ ﳌﺸﺮﻓﱵ ﻭ ﺃﺳﺘﺎﺫﰐ ﺍﻟﻔﺎﺿﻠﺔ ﺍﻟﺪﻛﺘﻮﺭﺓ ﻓﺎﻃﻤﺔ ﻓﺎﺭﻭﻕ ﺩﺭﻭﻳﺶ ‪ ،‬ﻓﻠﻬﺎ ﻣﲏ ﺧﺎﻟﺺ‬
‫ﻣﻲ ﻭ ﺗﻘﺪﻳﺮﻱ ﻭ ﺩﻋﺎﺋﻲ ﳍﺎ ﺑﺪﻭﺍﻡ ﺍﻟﺼﺤﺔ ﻭ ﺍﻟﻌﺎﻓﻴﺔ‪ ،‬ﻭﺇﱃ ﺇﺩﺍﺭﺓ ﻣﺪﺭﺍﺱ ﺩﺭﺍ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻟﻠﺒﻨﺎﺕ ﺍﻟﱵ ﱂ‬
‫ﳊﻈﺔ ﰲ ﺗﻴﺴﲑ ﻛﻞ ﺍﻟﺴﺒﻞ ﻟﻠﻤﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻧﹰﺎ ﺑﺎﳉﻤﻴﻞ ﺃﺷﻜﺮ ﺃﺳﺘﺎﺫﺍﰐ ﺍﻟﻜﺮﺍﻡ ﻭ ﺯﻣﻴﻼﰐ ﺍﻟﻌﺰﻳﺰﺍﺕ‪ ،‬ﻭﺃﺷﻜﺮ ﻛﻞ ﻣﻦ ﺷﺎﺭﻙ ﲜﻬﺪ ﺃﻭ ﺳﺎﻫﻢ ﺑﺘﺸﺠﻴﻊ‬
‫ﻬﻞ ﺑﺪﻋﺎﺀ ﻣﻦ ﺍﻷﻫﻞ ﻭﺍﻷﺻﺪﻗﺎﺀ ﻹﳒﺎﺯ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﺟﺰﺍﻫﻢ ﺍﷲ ﻋﲏ ﺧﲑ ﺍﳉﺰﺍﺀ ‪ ،‬ﻭﺃﺧﲑﺍ ﺃﺭﺟﻮ ﻣﻦ‬
‫ﺍﻟﻘﺪﻳﺮ ﺃﻥ ﺗﻜﻮﻥ ﺟﻬﻮﺩﻱ ﺟﺎﻧﺒﻬﺎ ﺍﻟﺘﻮﻓﻴﻖ ﰲ ﲢﻘﻴﻖ ﺍﳌﺮﺍﺩ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺍﻟﺒﺎﺣﺜﺔ‬
‫ﺣﻨﺎﻥ ﺍﻟﻐﻤﺎﺱ‬
 ‫ﺍﻟﻔﻬــﺮﺱ‬

‫ﻓﻬﺮﺱ ﺍﳌﻮﺿﻮﻋﺎﺕ‪:‬‬
‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ ‫ﻮﻉ‬
‫ﻞ ﺍﻷﻭﻝ‪ :‬ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٢‬‬ ‫ﻣﻘﺪﻣﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٤‬‬ ‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٤‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٤‬‬ ‫ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٥‬‬ ‫ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٥‬‬ ‫ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٥‬‬ ‫ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٧‬‬ ‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٨‬‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ‪.‬‬

‫ﻞ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪.‬‬

‫‪١٢‬‬ ‫ﻻﹰ‪ /‬ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫‪١٢‬‬ ‫ﻧﺸﺄﺓ ﻭﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫‪١٣‬‬ ‫ﺩﺭﺍﺳﺔ ﻷﳘﻴﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫‪١٥‬‬ ‫ﺩﺭﺍﺳﺔ ﻷﻫﻢ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻟﻔﻨﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪١٦‬‬ ‫ﻴﹰﺎ‪ /‬ﺍﳌﻮﻫﻮﺑﻮﻥ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫‪١٦‬‬ ‫ﻣﻦ ﻫﻢ ﺍﳌﻮﻫﻮﺑﲔ؟‬
‫‪١٧‬‬ ‫ﻣﻔﻬﻮﻡ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫‪١٨‬‬ ‫ﺧﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫‪١٩‬‬ ‫ﺃﺳﺎﻟﻴﺐ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ‪.‬‬
‫‪١٩‬‬ ‫ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ‪.‬‬
‫‪٢١‬‬ ‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫‪٢٢‬‬ ‫ﺳﻴﺎﺳﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫‪٢٢‬‬ ‫ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ‪.‬‬
‫‪٢٤‬‬ ‫ﺜﹰﺎ‪ /‬ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫‪٢٤‬‬ ‫ﻣﻔﻬﻮﻡ ﺍﻹﻋﻼﻥ‪.‬‬
‫‪٢٤‬‬ ‫ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫‪٢٥‬‬ ‫ﻧﺸﺄﺗﻪ ﺍﻟﺘﺎﺭﳜﻴﺔ‪.‬‬
‫‪٢٦‬‬ ‫ﻋﻨﺎﺻﺮ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫‪٢٦‬‬ ‫ﻭﻇﻴﻔﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫‪٢٧‬‬ ‫ﺃﻧﻮﺍﻉ ﺍﳌﻠﺼﻘﺎﺕ‪.‬‬
‫‪٢٩‬‬ ‫ﺍﻷﳕﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪.‬‬
‫‪٢٩‬‬ ‫ﺃﳘﻴﺔ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪.‬‬
‫‪٢٩‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫‪٢٩‬‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫‪٣٣‬‬ ‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫‪٣٣‬‬ ‫ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬

‫ﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‪.‬‬

‫‪٣٥‬‬ ‫ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪٣٦‬‬ ‫ﺍﺣﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻄﺒﻴﻖ‪:‬‬
‫‪٣٦‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻷﻭﱃ‪.‬‬
‫‪٤٠‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪٤١‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫‪٤٢‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‪.‬‬
‫‪٤٣‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﳋﺎﻣﺴﺔ‪.‬‬
‫‪٤٣‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ‪.‬‬
‫‪٤٤‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺑﻌﺔ‪.‬‬
‫‪٤٤‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻣﻨﺔ‪-‬ﺍﻟﺘﺎﺳﻌﺔ‪-‬ﺍﻟﻌﺎﺷﺮﺓ‪.‬‬

‫ﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪.‬‬

‫‪٤٦‬‬ ‫ﲤﻬﻴﺪ‪.‬‬
‫‪٤٦‬‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﲢﻠﻴﻞ ﺍﻷﻋﻤﺎﻝ‪.‬‬
‫‪٥٢‬‬ ‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪.‬‬
‫‪٥٢‬‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫‪٥٦‬‬ ‫ﺍﻟﺘﻮﺻﻴﺎﺕ‪.‬‬

‫‪٥٧‬‬ ‫ــــﺮﺍﺟﻊ‪.‬‬
‫‪٦١‬‬ ‫ﺺ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪٦٣‬‬ ‫ﺺ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫‪٦٥‬‬ ‫ــــﻼﺣﻖ‪.‬‬
 ‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ‪:‬‬
‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﻟﺸﻜﻞ‬
‫‪٢٧‬‬ ‫ﻣﻠﺼﻖ ﲡﺎﺭﻱ ﺃﻭ ﺗﺴﻮﻳﻘﻲ ﻋﻦ ﻋﺼﲑ ﺍﳌﺮﺍﻋﻲ‪.‬‬ ‫‪١‬‬
‫‪٢٧‬‬ ‫ﻣﻠﺼﻖ ﲡﺎﺭﻱ ﺃﻭ ﺗﺴﻮﻳﻘﻲ ﻋﻦ ﺩﻭﺍﺀ‪.‬‬ ‫‪٢‬‬
‫‪٢٨‬‬ ‫ﻣﻠﺼﻖ ﺇﺭﺷﺎﺩﻱ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪٣‬‬
‫‪٢٨‬‬ ‫ﻣﻠﺼﻖ ﺇﺭﺷﺎﺩﻱ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪٤‬‬
‫‪٢٨‬‬ ‫ﻣﻠﺼﻖ ﺳﻴﺎﺣﻲ ﻋﻦ ﺍﻟﺴﻴﺎﺣﺔ ﰲ ﺍﻟﺒﺤﺮﻳﻦ‪.‬‬ ‫‪٥‬‬
‫‪٢٨‬‬ ‫ﻣﻠﺼﻖ ﺳﻴﺎﺣﻲ ﻋﻦ ﺍﻟﺴﻴﺎﺣﺔ ﰲ ﺳﻴﺪﱐ‪.‬‬ ‫‪٦‬‬
‫‪٤٦‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪٧‬‬
‫‪٤٧‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺼﻼﺓ‪.‬‬ ‫‪٨‬‬
‫‪٤٧‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪٩‬‬
‫‪٤٨‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺑﺮ ﺍﻟﻮﺍﻟﺪﻳﻦ‪.‬‬ ‫‪١‬‬
‫‪٤٩‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪١‬‬
‫‪٤٩‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﻮﺑﺔ‪.‬‬ ‫‪١‬‬
‫‪٥٠‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪١٣‬‬
‫‪٥١‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪.‬‬ ‫‪١‬‬
‫‪٥١‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺘﻮﺑﺔ‪.‬‬ ‫‪١‬‬
‫‪٥٢‬‬ ‫ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﻋﻦ ﺍﻟﺼﺪﺍﻗﺔ‪.‬‬ ‫‪١‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬
‫ﻘﺪﻣﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﳘﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺮﻭﺽ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺪﻭﺩ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺪﺭﺍﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ‪.‬‬
 ‫ـﺪﻣـﺔ‪:‬‬

‫ﳓﻦ ﻧﻌﻴﺶ ﺍﻟﻴﻮﻡ ﻋﺼﺮ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻋﺼﺮ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻜﺸﻒ ﻭﺍﻹﺑﺪﺍﻉ ﰲ ﺍ‪‬ـﺎﻟﲔ ﺍﻟـﺘﻘﲏ‬
‫ﻤﻲ‪ ،‬ﻭﻟﻘﺪ ﺃﺛﺮﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻰ ﺇﺑﺪﺍﻉ ﺍﻟﻔﻨﺎﻥ ﰲ ﳎﺎﻻﺕ ﺍﻟﻔﻨﻮﻥ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻳﻌﺘﱪ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺃﺣﺪ‬
‫ﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﱵ ﺃﺗﺎﺣﺖ ﺁﻓﺎﻗﹰﺎ ﺟﺪﻳﺪﺓ ﻟﻠﺨﻠﻖ ﻭﺍﻹﺑﺪﺍﻉ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻣـﻊ ﺃﻥ‬
‫ﻩ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻛﺎﻥ ﻗﺎﺻﺮﹰﺍ ﻋﻠﻰ ﺑﻌﺾ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﻘﻨﻴﺔ ﺍﶈﺪﺩﺓ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻓﺎﻕ ﻛﻞ ﺍﻟﺘﻮﻗﻌﺎﺕ‬
‫ﺮ ﻋﻠﻰ ﻛﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍ‪‬ﺎﻻﺕ ﻭﺃﺻﺒﺢ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﲰﺔ ﻣﻦ ﲰﺎﺕ ﻋﺼﺮﻧﺎ ﺍﳊﺪﻳﺚ ﳌﺎ ﻳﺘﻤﺘﻊ ﺑﻪ ﻣﻦ‬
‫ﺃﻋﻤﺎﻝ ﻛﺜﲑﺓ ﺑﺴﻴﻄﺔ ﻭﻣﻌﻘﺪﺓ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻴﻮﻣﻴﺔ ﰲ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻓﻘﺪ ﰎ ﺍﻧﺘﺸﺎﺭﻩ ﰲ ﲨﻴﻊ ﺍﻻﲡﺎﻫﺎﺕ‬
‫ﻭﺭ ﻓﻤﺜﻼ ﳒﺪﻩ ﻗﺪ ﻏﺰﺍ ﳎﺎﻝ ﺍﻷﲝﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻌﻘﺪﺓ ﻭ ﻛﺬﻟﻚ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌـﺴﻜﺮﻳﺔ ﺑﺎﻟﻐـﺔ‬
‫ﺪ ﻭﻛﺬﻟﻚ ﺟﻮﺍﻧﺐ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻓﻠﻘﺪ ﻛﺎﻥ ﺍﻧﺘﺸﺎﺭﻩ ﰲ ﻭﻗﺖ ﻗﺼﲑ ﻣﻦ ﺍﻟﺰﻣﺎﻥ ﰲ ﻛﻞ ﳎﺎﻻﺕ‬
‫ﺃﺑﻠﻎ ﺍﳌﺸﺎﻫﺪ ﻋﻠﻰ ﺃﳘﻴﺘﻪ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺗﺪﺭﻳﺲ ﻛﺜﲑ ﻣﻦ ﺍﳌـﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻣﺜـﻞ‬
‫ﺿﻴﺎﺕ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻮﺳﻴﻘﻰ‪.‬‬
‫ﻭﻟﻘﺪ ﺗﻨﺒﺄ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﺑﺎﻷﺛﺮ ﺍﳍﺎﻡ ﻟﻠﺤﺎﺳﺐ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻔﻨﻮﻥ‪ ،‬ﻓﻘﺪ ﺃﺷﺎﺭ ﻣﻴﺸﻴﻞ ﻧﻮﻝ ‪Michael‬‬
‫‪ N‬ﺇﻟﻴﻪ ﺑﻘﻮﻟﻪ‪ ،‬ﺃﻥ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻳﺸﻜﻞ ﺃﺩﺍﺓ ﻗﻮﻳﺔ ﻟﻠﻐﺎﻳﺔ ﺇﱃ ﺩﺭﺟﺔ ﺃﻥ ﺍﻟﻈﻮﺍﻫﺮ ﻭﺍﻵﺛﺎﺭ ﺍﻟﻔﻨﻴﺔ ﳝﻜﻦ ﺗﺄﺩﻳﺘﻬﺎ‬
‫ﻟﺔ ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺴﺘﺤﻴﻞ ﺃﻥ ﻳﻨﻔﺬ ﺃﻭ ﻳﺘﻢ ﺑﻨﻔﺲ ﺍﻟﻜﻔﺎﺀﺓ ﻣﻦ ﺍﻟﺘﻘﻨﻴـﺎﺕ ﺍﻟﻔﻨﻴـﺔ‬
‫ﺪﻳﺔ‪ ،١٩٩٦ ،١٨ ) .‬ﺹ‪(٢‬‬
‫ﻭﻳﺆﻛﺪ ﺍﻟﻔﻨﺎﻥ "ﻣﺎﺭﻛﻮﺱ" ﺃﻥ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﺃﻧﺘﺠﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺟﻌﻠﺘﻪ ﻳﺮﻯ ﺍﻟﻔـﻦ‬
‫ﻞ ﺟﺪﻳﺪ ﻓﺎﻹﻣﻜﺎﻧﺎﺕ ﺍﳍﺎﺋﻠﺔ ﻭﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﳉﻤﺎﻟﻴﺔ ﻟﻠﻌﻨﺼﺮ ﺍﻟﻮﺍﺣﺪ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﻔﲏ ﻭﺍﻟﺘﻨـﻮﻉ ﺍﻟﻼ‪‬ـﺎﺋﻲ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺑﻌﻀﻬﺎ ﺑﺎﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺟﻌﻠﺖ ﻣﻦ ﻓﻦ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺗﻌﺒﲑﹰﺍ ﻭﻟﻴﺲ ﳎﺮﺩ ﺗﻘﻨﻴﺎﺕ ﺗﺆﺩﻳﻬﺎ ﺍﻵﻟـﺔ‪.‬‬
‫‪ ،٢٠٠٢ ،‬ﺹ‪(٢‬‬
‫ﻓﺎﳊﺎﺳﺐ ﺍﻵﱄ ﻫﻮ ﺃﺣﺪ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻓﻌﺎ ﹰﻻ ﰲ ﳎﺎﻝ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘـﺸﻜﻴﻠﻴﺔ‬
‫ﻋﺎﻣﺔ ﻭﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﻓﺎﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻔﻨﻮﻥ ﺍﻟﱵ ﳚﺐ‬
‫ﻤﺎﻡ ‪‬ﺎ ﺃﻳﹰﺎ ﻛﺎﻥ ﻧﻮﻋﻪ )ﲡﺎﺭﻱ‪ -‬ﺛﻘﺎﰲ‪ -‬ﺳﻴﺎﺣﻲ‪ -‬ﺇﺭﺷﺎﺩﻱ‪...‬ﻭﻏﲑﻫﺎ(‪ ،‬ﻓﻔﻲ ﺟﻮﻫﺮﻩ ﺭﺳﺎﻟﺔ ﻳﺮﺍﺩ ﺗﻮﺻﻴﻠﻬﺎ‬
‫ﺘﻠﻘﻲ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻞ ﻓﲏ ﺭﺍﻕ ﳛﺎﻭﻝ ﺍﳌﺼﻤﻢ ﺃﻥ ﻳﻮﺟﻪ ﺗﻔﻜﲑﻩ ﻓﻴﻪ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﻨـﻬﺎﺋﻲ‪ ،‬ﺇﺫ‬
‫ﰲ ﻋﻤﻠﻪ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻔﺴﲑ ﻭﺍﻟﺘﻮﺿﻴﺢ ﻭﻫﻲ ﻣﻬﻤﺔ ﺃﺳﺎﺳﻴﺔ ﻻ ﳝﻜﻦ ﺍﻻﺳﺘﻬﺎﻧﺔ ‪‬ﺎ ﺣﻴﺚ ﺃﺻﺒﺢ ﻓﻦ ﺍﻹﻋﻼﻥ‬
‫ﻋﻠﻰ ﺍﻟﻔﻦ ﻭﺍﻟﻌﻠﻢ ﻣﻌﺎ ﻣﻦ ﺃﺟﻞ ﺧﻠﻖ ﺷﻜﻞ ﳚﺬﺏ ﺍﻟﻌﲔ ﻭﻳﺜﲑ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺸﺎﻫﺪ‪ ،‬ﻭﳚـﺐ ﺃﻥ ﻳﺘـﺼﻒ‬
‫ﻴﻢ ﺑﺎﻟﺘﻤﻴﺰ ﻭﺍﳊﺪﺍﺛﺔ ﲝﻴﺚ ﳛﻘﻖ ﺃﻫﺪﺍﻓﻪ ﺍﳌﺮﺟﻮﺓ‪ ،‬ﻭﺑﺪﺧﻮﻝ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻋﺎﱂ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﺃﺣﺪﺙ‬
‫ﻓﺮﻗﹰﺎ ﻛﺒﲑﺍﹰ‪ ،‬ﻓﻤﻦ ﺧﻼﻝ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﻋﻲ ﻟﻪ ﻭﺗﻄﻮﻳﻊ ﺇﻣﻜﺎﻧﺎﺗﻪ ﺍﳌﺘﻨﻮﻋﺔ‪ ،‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﻨﺎﻥ ﲢﻘﻴﻖ ﺍﻹﺑﺪﺍﻉ‬
‫ﻼ ﻓﻨﻴﹰﺎ ﲟﻔﺮﺩﻫﺎ ﺇﻻ ﺑﻌﺪ ﺃﻥ ﺗﻜﻮﻥ ﻳـﺪ‬ ‫ﺍﺛﺔ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻓﺎﳊﺎﺳﺐ ﺍﻵﱄ ﺃﺩﺍﺓ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺼﻨﻊ ﻋﻤ ﹰ‬
‫ﻗﺪ ﺍﻣﺘﺪﺕ ﺇﻟﻴﻪ ﻓﺠﻌﻠﺘﻪ ﺃﺩﺍﺓ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻛﻞ ﻣﺎ ﻫﻮ ﻣﺄﻟﻮﻑ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻮﺍﻗﻌﻲ ﺑﻄﺮﻕ ﻣﺴﺘﺤﺪﺛﺔ‪.‬‬
‫ﻭﻟﺬﻟﻚ ﻓﻘﺪ ﺗﺴﺎﺑﻘﺖ ﺍﻟﺪﻭﻝ ﺇﱃ ﺗﻌﻠﻴﻢ ﻧﺸﺌﻬﺎ ﻛﻞ ﺃﺳﺒﺎﺏ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺑﺪﺍﻳﺔ ﻣﻦ ﺗﺎﺭﻳﺦ ﺇﻧﺸﺎﺀ‬
‫ﺐ ﻭﺣﱴ ﺃﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ‪ ،‬ﻓﻨﺠﺪ ﻛﻞ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻗﺪ ﺃﺩﺧﻠﺖ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺿﻤﻦ ﺍﳌـﻮﺍﺩ ﺍﻟـﱵ‬
‫ﺱ ﻟﻠﻄﻼﺏ ﻣﻨﺬ ﺍﻟﺼﻐﺮ‪ ،‬ﻓﻘﺪ ﳒﺪ ﺑﻌﺾ ﺍﻷﺷﺨﺎﺹ ﺻﻐﲑﻱ ﺍﻟﺴﻦ ﻳﱪﻋـﻮﻥ ﺍﻵﻥ ﰲ ﻛﻴﻔﻴـﺔ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺐ ﺍﻵﱄ ﺃﻛﺜﺮ ﻣﻦ ﻛﺒﺎﺭ ﺍﻟﺴﻦ‪ ،‬ﻭﻛﺬﻟﻚ ﺩﻋﺖ ﺗﻠﻚ ﺍﻟﺪﻭﻝ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺄﺑﻨﺎﺋﻬﺎ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﺒـﺪﻋﲔ‪،‬‬
‫ﺃﺟﻞ ﺫﻟﻚ ﻛﺎﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺎﳌﻮﻫﻮﺑﻮﻥ ﻣﻦ ﺃﻫﻢ ﻣـﺼﺎﺩﺭ ﻭﺩﻋـﺎﺋﻢ ﺍﻟﺘﻄـﻮﺭ ﰲ‬
‫ﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﺑﻞ ﻫﻢ ﺍﻟﺬﻳﻦ ﻳﻜﺘﺒﻮﻥ ﺗﺎﺭﻳﺦ ﺍﻷﻣﻢ ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻫﻮﺑﲔ ﱂ ﻳﻜﻦ ﻭﻟﻴﺪ ﺍﳊﺎﺿـﺮ‪،‬‬
‫ﻮﺑﻮﻥ ﰲ ﺃﻱ ﳎﺘﻤﻊ ﻣﻦ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻫﻢ ﺍﻟﺜﺮﻭﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻪ‪ ،‬ﻭﻫﻢ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬـﺎ ﺍﻟـﺒﻼﺩ ﰲ‬
‫ﻬﺎ ﻭﺍﺯﺩﻫﺎﺭﻫﺎ‪ ،‬ﺑﻞ ﻫﻢ ﺍﶈﻮﺭ ﺍﻟﺬﻱ ﺗﺪﻭﺭ ﺣﻮﻟﻪ ﺍﳊﻴﺎﺓ ﲝﺎﺿﺮﻫﺎ ﻭﻣﺴﺘﻘﺒﻠﻬﺎ‪ ،‬ﻓﺒﻔﻀﻞ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻀﺌﻴﻠﺔ‬
‫ﺸﺮ ﺍﺳﺘﻄﺎﻉ ﺍﻟﻌﺎﱂ ﺃﻥ ﻳﻨﺠﺰ ﺗﻘﺪﻣﹰﺎ ﰲ ﻛﻞ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﺑﺮﹰﺍ ﻭﲝﺮﹰﺍ ﻭﺟﻮﺍﹰ‪ ،‬ﻟﺬﺍ ﺃﺻﺒﺢ ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺿﺮﻭﺭﺓ ﺣﺘﻤﻴﺔ‪ ،‬ﻳﻔﺮﺿﻬﺎ ﺍﻟﺘﺤﺪﻱ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻧﺸﻬﺪﻩ ﺍﻵﻥ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻗﺪ ﻭﺻﻠﺖ ﺇﱃ‬
‫ﻯ ﻣﻦ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻟﺮﻗﻲ‪ ،‬ﻓﻘﺪ ﻭﺻﻠﺖ ﺇﱃ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺃﺑﻨﺎﺋﻬﺎ ﻭﺭﻋﺎﻳﺘﻬﻢ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟـﱵ ﺗﻜﻔـﻲ‬
‫ﻣﻮﺍﻫﺒﻬﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﳎﺎﻻﺕ ﺍﻟﻌﻠﻢ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻧﻈﻢ ﺗﺮﺑﻮﻳﺔ ﻣﺮﻧﺔ ﺗﺮﺍﻋﻲ ﺍﻟﻔﺮﻭﻕ‬
‫ﺔ ﺑﲔ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺗﻘﺪﻡ ﺗﻌﻠﻴﻤﹰﺎ ﻟﻜﻞ ﻃﺎﻟﺐ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻗﺪﺭﺍﺗﻪ ﺍﳋﺎﺻﺔ‪.‬‬
‫ﻭﻗﺪ ﺁﻣﻨﺖ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ ﻟﺴﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﻤﻠﻜﺔ ‪‬ﺬﺍ ﺍﳌﺒﺪﺃ ﻓﻀﻤﻨﺖ ﺍﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ‬
‫ﻬﺎ ﺍﳌﺆﺭﺧﺔ ﺑﻌﺎﻡ ‪١٣٩٠‬ﻫـ ‪ ،‬ﺣﻴﺚ ﺗﻨﺎﻭﻟﺖ ﰲ ﻓﺼﻠﻬﺎ ﺍﻟﺘﺎﺳﻊ ﻣﻦ ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ ﲢﺖ ﻋﻨﻮﺍﻥ ﺭﻋﺎﻳـﺔ‬
‫ﲔ ﺛﻼﺙ ﻣﻮﺍﺩ ) ‪ (١٩٤ ، ١٩٣ ، ١٩٢‬ﺣﺪﺩﺕ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ ،‬ﻭﰲ ﻋﺎﻡ ‪١٤٢١‬ﻫــ‬
‫ﺕ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ )‪ ٢٠‬ﻣﺎﺩﺓ ( ﻭﺗﻀﻤﻨﺖ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﻄﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ‬
‫ﻟﺬﻳﻦ ﻳﻮﺟﺪ ﻟﺪﻳﻬﻢ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﻗﺪﺭﺍﺕ ﻓﻮﻕ ﺍﻟﻌﺎﺩﻳﺔ ﺃﻭ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻋﻦ ﺑﻘﻴﺔ ﺃﻗﺮﺍ‪‬ﻢ ﰲ ﳎﺎﻝ ﺃﻭ ﺃﻛﺜـﺮ‬
‫‪‬ﺎﻻﺕ ﺍﻟﱵ ﻳﻘﺪﺭﻫﺎ ﺍ‪‬ﺘﻤﻊ ﻭﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺭﻋﺎﻳﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﻻ ﺗﺘﻮﻓﺮ ﰲ ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﺎﺩﻳﺔ‪ ،‬ﻭﻟﻘﺪ‬
‫ﺕ ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﺗﻄﻮﺭﹰﺍ ﻣﻠﺤﻮﻇﹰﺎ ‪ ،‬ﺑﺪﺀﹰﺍ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻋﺎﻡ ‪١٤١٠‬ﻫـ ﰒ ﺑـﺮﺍﻣﺞ‬
‫ﻒ ﻋﺎﻡ ‪١٤١٧‬ﻫـ ‪ ،‬ﻭ‪‬ﺗﻮﺝ ﺫﻟﻚ ﺍﻟﺘﻄﻮﺭ ﺑﺘﺄﺳﻴﺲ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‬
‫‪١‬ﻫـ ‪ ،‬ﰒ ﺇﻧﺸﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪١٤٢١‬ﻫـ ‪ ،٢٦) .‬ﺹ‪(٥‬‬
‫ﻭﺑﺪﺃﺕ ﺍﳌﻤﻠﻜﺔ ﻣﻨﺬ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﰲ ﺗﻨﻔﻴﺬ ﻋﺪﺓ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﺸﺎﺭﻳﻊ ﺗﺪﺭﳚﻴﹰﺎ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ‬
‫ﺍ‪‬ﺎﻻﺕ ﻭﺇﺗﺎﺣﺔ ﺍﻹﻣﻜﺎﻧﺎﺕ ﻭﺍﻟﻔﺮﺹ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻨﻤﻮ ﻣﻮﺍﻫﺒﻬﻢ ﰲ ﺇﻃﺎﺭ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻌﺎﻣﺔ ﻭﺑﻮﺿـﻊ ﺑـﺮﺍﻣﺞ‬
‫ﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﱪﺍﻣﺞ ﺍﳋﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ ﺑﻜﺎﻓﺔ ﳎﺎﻻﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻣﻨﻬﺎ ﺍﳌﻮﻫﻮﺑﲔ ﰲ‬
‫ﻟﺘﺼﻤﻴﻢ ﻭﺧﺎﺻﺔ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﺑﻜﺎﻓﺔ ﺃﻧﻮﺍﻋﻪ‪ ،‬ﺇﱃ ﺃﻥ ﺃﺻﺒﺤﺖ ﰲ ﻣﻮﻗﻊ ﺇﻗﻠﻴﻤﻲ ﻣﺘﻘﺪﻡ ﻣﻦ ﺣﻴـﺚ‬
‫ﺍﻟﻮﺍﺿﺤﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬

‫ﻠﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﳑﺎ ﺳﺒﻖ ﳒﺪ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﻔﻴﺪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻹﺑﺪﺍﻉ‪ ،‬ﻭﻗﺪ ﻇﻬـﺮﺕ ﰲ ﺍﻟـﺴﻨﻮﺍﺕ‬
‫ﲑﺓ ﺑﺮﺍﻣﺞ ﻟﺮﻋﺎﻳﺔ ﻭﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﳐﺘﻠﻒ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﻣﻨـﻬﺎ ﺍﻟﺘﺮﺑﻴـﺔ‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺃﻳﻀﺎﹰ‪ ،‬ﻭﻟﻜﻦ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻻﺣﻈﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻋـﺪﻡ‬
‫ﺃﻱ ﺩﺭﺍﺳﺎﺕ ‪‬ﺪﻑ ﺇﱃ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺇﻣﻜﺎﻧﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺗﻨﻤﻴﺔ ﻭﺇﺛـﺮﺍﺀ ﺍﻟﺘـﺼﻤﻴﻢ‬
‫ﱐ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ‪ ،‬ﻓﻘﺪ ﻭﺟﺪﺕ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ‪‬ﺘﻢ ﺑﺘﻨﻤﻴﺔ ﺍﻟﺘﺼﻤﻴﻢ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺑﺎﺕ‬
‫ﻞ ﻋﺎﻡ‪ ،‬ﻭﻟﻜﻦ ﰲ ﳎﺎﻝ ﻓﻦ ﺍﻹﻋﻼﻥ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻌﺼﺮ ﺍﳌﺘﻤﺜﻠﺔ ﺑﺎﳊﺎﺳﺐ ﺍﻵﱄ ﱂ‬
‫ﻄﺮﻕ ﳍﺎ‪ ،‬ﻭﻫﺬﺍ ﳑﺎ ﺩﻋﺎ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﰲ ﺗﻨﺎﻭﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺎﻟﺒﺤﺚ ﻭﺍﻟﺪﺭﺍﺳﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﺎﺕ‬
‫ﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻭﺗﻨﻤﻴﺔ ﺫﻟﻚ ﻟﺪﻳﻬﻦ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻭﺇﻣﻜﺎﻧﺎﺗﻪ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﻭﳑﺎ ﺳـﺒﻖ‬
‫ﺩ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻯ ﻓﺎﻋﻠﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋـﻼﱐ ﻟـﺪﻯ ﺍﻟﻄﺎﻟﺒـﺎﺕ‬
‫ﺑﺎﺕ؟‬

‫ﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻌﺮﻑ ﻋﻠﻰ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺮﺍﺀ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻦ ﺧﻼﻝ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ‪.‬‬

‫ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺘﱪ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺃﺣﺪ ﺍﳌﻨﺠﺰﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﱵ ﺃﺗﺎﺡ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﻓﺎﻗﹰﺎ ﺟﺪﻳﺪﺓ ﻟﻠﺨﻠﻖ‬
‫ﺪﺍﻉ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻳﻌﺪ ﺛﻮﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻳﺘﻔﺎﻋﻞ ﻓﻴﻬﺎ ﺍﻟﺬﻛﺎﺀ ﺍﻹﻧﺴﺎﱐ ﻣﻊ ﺍﻟﺬﻛﺎﺀ ﺍﻟﺼﻨﺎﻋﻲ ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﺩﻭﺭﹰﺍ ﻓﻌﺎ ﹰﻻ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺍﻟﻌﺎﺩﻳﲔ ﻭﺧﺎﺻﺔ ﺍﳌﻮﻫﻮﺑﲔ‪ ،‬ﺣﻴﺚ ﳝﺪ ﺍﻟﻄﺎﻟـﺐ ﺍﳌﻮﻫـﻮﺏ‬
‫ﺐ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻤﻴﺰ ﺑﺎﳌﺮﻭﻧﺔ ﻭﺧﺎﺻﺔ ﻣﻮﻫﻮﺏ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﻳﻠﻌﺐ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠـﺼﻘﺎﺕ‬
‫ﻧﻴﺔ ﺩﻭﺭﹰﺍ ﻛﺒﲑﹰﺍ ﲟﺎ ﺗﺘﻴﺤﻪ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﺧﺎﺻﺔ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷـﻮﺏ ‪Photoshop‬‬
‫ﻜﺎﻧﻴﺔ ﺣﻔﻆ ﻭﺗﻌﺪﻳﻞ ﺍﻟﺘﺼﺎﻣﻴﻢ ﻭﻛﺬﻟﻚ ﺇﻧﺘﺎﺝ ﻋﺪﺩ ﻛﺒﲑ ﻣﻨﻬﺎ ﰲ ﻭﻗﺖ ﺃﻗﻞ ﻣﻦ ﻟﻮ ﻛﺎﻧـﺖ ﺑـﺎﻟﻄﺮﻕ‬
‫ﺪﻳﺔ‪ ،‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻘﻴﻖ ﻷﺣﺪ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻭﻫﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘـﻬﻢ‬
‫ﺗﺎﺣﺔ ﺍﻟﻔﺮﺹ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻨﻤﻮﻫﻢ‪.‬‬
‫ﻂ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﺢ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﻮﻇﻴﻒ ﺑﻌﻀﹰﺎ ﻣﻦ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻧﺎﺕ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺑﺎﺕ‪.‬‬
‫ﺴﻬﻢ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﻓﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺧﺎﺻﺔ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﺗﺘﻴﺢ ﳍﻦ ﺍﻛﺘﺸﺎﻑ ﻣﻌـﺎﺭﻑ‬
‫ﺪﻳﺪﺓ‪.‬‬
‫ﺴﺎﻋﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﻋﻠﻰ ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪.‬‬
‫ﺘﱪ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺿﺎﻓﺔ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﺚ ﻭﺍﳌﻌﺮﻓﺔ ﻭﳝﻜﻦ ﺍﺳﺘﻔﺎﺩﺓ ﺍﳌﺨﺘﺼﲔ ﰲ ﳎﺎﻝ ﺗﺼﻤﻴﻢ ﺍﻹﻋـﻼﻥ‬
‫ﻬﺎ‪.‬‬

‫ﺽ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻜﻦ ﺇﺛﺮﺍﺀ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻦ ﺧﻼﻝ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ‪.‬‬

‫ﺩ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﳊﺪﻭﺩ ﺍﳌﻜﺎﻧﻴﺔ‪/‬‬
‫ﻑ ﺗﻘﺘﺼﺮ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻌﻠﻮﻡ ﺍﻷﻫﻠﻴﺔ ﻟﻠﺒﻨﺎﺕ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪ -‬ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻷﻥ ﻣﺎ ﻳﺘﻮﻓﺮ‬
‫ﻦ ﺇﻣﻜﺎﻧﻴﺎﺕ ﳜﺪﻡ ﺍﻟﺒﺤﺚ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪.‬‬
‫ﳊﺪﻭﺩ ﺍﻟﺰﻣﺎﻧﻴﺔ‪/‬‬
‫ﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪١٤٢٩-١٤٢٨‬ﻫـ‪.‬‬
‫ﳊﺪﻭﺩ ﺍﳌﻮﺿﻮﻋﻴﺔ‪/‬‬
‫ﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻋﻦ ﻃﺮﻳﻖ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬

‫ﺠﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﺘﺒﻊ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻭﺗﻜﻮﻥ ﺧﻄﻮﺍﺗﻪ ﻛﺎﻟﺘﺎﱄ ‪:‬‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
 ‫ﺪﺭﺍﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ‪.‬‬
‫ﺬﺓ ﻋﻦ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻭﺇﻣﻜﺎﻧﺎﺗﻪ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺃﳘﻴﺘﻪ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻭﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻧﺎﺕ‪.‬‬
‫ﺭﺍﺳﺔ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﻮﻥ ﻭﺧﺼﺎﺋﺼﻬﻢ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﻮﻥ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫ﻬﻮﻡ ﺍﻹﻋﻼﻥ ﻭﺃﻧﻮﺍﻋﻪ‪ ،‬ﻭﺍﻷﺳﺲ ﺍﻟﻔﻨﻴﺔ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪.‬‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫ﺸﺎﻁ ﻋﻤﻠﻲ ﺗﻘﻮﻡ ﺑﻪ ﺍﻟﺘﻠﻤﻴﺬﺍﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻭﻳﺸﻤﻞ‪ :‬ﺇﻛﺴﺎﺏ ﺍﻟﻄﺎﻟﺒـﺎﺕ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﺳﺎﺳﻴﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﻭﺗﻌﺮﻳﻔﻬﻦ ﺍﻟﻄﺮﻕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﳎﺎﻝ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻔﻨﻴﺔ ﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﻠﻴﻞ ﺃﻋﻤﺎﻝ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﺗﻘﻴﻴﻤﻬﺎ ﳌﻌﺮﻓﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﻦ ﺇﻟﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺑﺸﻜﻞ ﺧﺎﺹ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﻣﺪﺍﺭﺱ ﻣﺪﻳﻨﺔ‬
‫ﺽ‪.‬‬
‫ﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺑﺸﻜﻞ ﻗﺼﺪﻱ ﲟﺎ ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﲢﺪﻳﺪ )‪ (٥‬ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑـﺎﺕ ﰲ‬
‫ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺘﺼﻤﻴﻢ ﰲ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻷﻫﻠﻴﺔ ﻟﻠﺒﻨﺎﺕ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪ ،‬ﲝﻴﺚ ﺗﺘﻮﻓﺮ ﻟﺪﻳﻬﻦ ﺍﳋﱪﺓ‬
‫ﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻣﻮﺿﻮﻉ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﺍﻟﺬﻱ ﺳﺘﻘﻮﻡ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﺘﻨﻔﻴﺬﻩ‪ ،‬ﻭﻗﺪ ﰎ ﲢﺪﻳﺪ ﻋﺪﺩ ﻣﻦ ﺍﳌﻮﺍﺿﻴﻊ‬
‫ﲣﺘﺎﺭ ﻛﻞ ﻃﺎﻟﺒﺔ ‪ ٢‬ﻣﻨﻬﺎ ﻟﻌﻤﻠﻬﺎ(‪.‬‬
‫ﺍﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﻭﲢﻠﻴﻞ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺜﺔ‪.‬‬
‫ﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﻣﺒﺎﺷﺮ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺎﺣﺜﺔ‪.‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺘﺤﻠﻴﻞ ﻛﻤﻴﹰﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﰲ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﲢﻠﻴﻞ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺗﻘﻴـﻴﻢ ﻭﲢﻠﻴـﻞ‬
‫ﺎﻝ‪.‬‬
‫ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﻭﺗﻮﺻﻴﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬
 ‫ﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫)‪(Computer‬‬ ‫ﳊﺎﺳﺐ ﺍﻵﱄ ‪/‬‬
‫ﺟﻬﺎﺯ ﺁﱄ ﻳﺴﺘﺨﺪﻡ ﻟﺘﺨﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺗﻘﺪﳝﻬﺎ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﻟﻠﻤﺴﺘﺨﺪﻡ‪ ،‬ﻭﺗﺘﻜـﻮﻥ‬
‫ﺓ ﺍﳊﺎﺳﺒﺎﺕ ﺍﻵﻟﻴﺔ ﻋﻤﻮﻣﹰﺎ ﻣﻦ ﺛﻼﺛﺔ ﺃﻧﻈﻤﺔ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪ :‬ﻧﻈﺎﻡ ﺍﳌﺪﺧﻼﺕ‪ ،‬ﻭﻧﻈﺎﻡ ﺍﳌﻌﺎﳉﺔ ﺍﳌﺮﻛﺰﻳﺔ‪ ،‬ﻭﻧﻈﺎﻡ‬
‫ﺟﺎﺕ‪ ،‬ﻭﺗﺘﺮﻛﺐ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻟﺸﺨﺼﻲ ﻣﻦ‪ :‬ﻭﺣﺪﺓ ﺍﳌﻌﺎﳉﺔ ﺍﳌﺮﻛﺰﻳﺔ‪ ،‬ﻭﻟﻮﺣﺔ ﺍﳌﻔﺎﺗﻴﺢ‪ ،‬ﻭﺷﺎﺷﺔ‬
‫ﺽ‪ ،‬ﻫﺬﺍ ﺇﱃ ﺟﺎﻧﺐ ﻣﻠﺤﻘﺎﺕ ﺃﺧﺮﻯ ﻋﺪﻳﺪﺓ ﺃﳘﻬـﺎ ﻣـﺎ ﻳﻌـﺮﻑ ﺑﺎﻟﱪﳎﻴـﺎﺕ ‪،٨ ) .Software‬‬
‫‪(٢٧‬‬
‫ﺪ ﺑﺎﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ‪" :‬ﺃﻧﻪ ﺃﺩﺍﺓ ﻟﻠﺘﺼﻤﻴﻤﺎﺕ ﺫﺍﺕ ﺍﻷﺑﻌـﺎﺩ ﺍﻟﺜﻼﺛـﺔ ﺃﻭ ﺫﺍﺕ ﺍﻟﺒﻌـﺪﻳﻦ‬
‫ﺨﺪﻡ ﻫﻨﺎ ﻛﺄﺩﺍﺓ ﺗﺼﻤﻴﻢ ﻹﻧﺘﺎﺝ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ"‪.‬‬
‫)‪(Design‬‬ ‫ﺼﻤﻴﻢ‪/‬‬
‫ﻠﺢ ﻋﺎﻡ ﻳﺸﲑ ﺇﱃ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﲔ‪ :‬ﺍﶈﺪﻭﺩ ﻭﺍﻟﺸﺎﻣﻞ‪ ،‬ﻭﻳﺘﻢ ﺧﻼﳍﺎ ﻭﺿﻊ ﺗﺼﻮﺭ ﻋﻠﻤﻲ ﺩﻗﻴﻖ‬
‫ﺔ ﺗﻨﻔﻴﺬ ﻋﻤﻞ ﺃﻭ ﻣﻬﻤﺔ ﺃﻭ ﻣﺸﺮﻭﻉ ﺃﻭ ﺑﺮﻧﺎﻣﺞ ﻣﺎ‪ ،٨ ) .‬ﺹ‪(٢٠٢‬‬
‫ﺼﻤﻴﻢ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻳﻘﺼﺪ ﺑﻪ‪" :‬ﻫﻮ ﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﺘﺸﻜﻴﻠﻲ ﺃﻭ ﺧﻠﻖ ﺃﺷﻴﺎﺀ ﲨﻴﻠﺔ ﳑﺘﻌﺔ‪ ،‬ﻭﻫﻮ ﺗﻠﻚ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺔ ﻟﺘﺨﻄﻴﻂ ﺷﻜﻞ ﻣﺎ‪ ،‬ﻭﺇﻧﺸﺎﺋﻪ ﺑﻄﺮﻳﻘﺔ ﻣﺮﺿﻴﺔ ﲨﺎﻟﻴﺎ ﻭﻭﻇﻴﻔﻴﺎ‪ ،‬ﻭﺃﻳﻀﺎ ﲡﻠﺐ ﺍﻟﺴﺮﻭﺭ ﺇﱃ ﺍﻟﻨﻔﺲ"‪،٩) .‬‬
‫‪ ، ١‬ﺹ ‪(٨‬‬
‫ﺪ ﺑﻪ ﰲ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ‪" :‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻹﻧﺘﺎﺝ ﺇﻋﻼﻧﺎﺕ ﻣﺮﺿﻴﺔ ﲨﺎﻟﻴﺎ‬
‫ﻔﻴﺎ"‪.‬‬
‫)‪(Declaration‬‬ ‫ﻹﻋﻼﻥ‪/‬‬
‫ﺼﺪﺭ ﺃﻋﻠﻦ‪ ،‬ﻭﺃﻋﻠﻦ ﺍﻷﻣﺮ‪ :‬ﺃﻱ ﺃﻇﻬﺮﻩ‪(١٩٩١ ،٤ ) .‬‬
‫ﻪ ﻗﺎﻣﻮﺱ ﳎﻤﻊ ﺍﻟﺘﺮﺍﺙ ﺍﻷﻣﺮﻳﻜﻲ ﺑـ " ﺑﻴﺎﻥ ﺃﻭ ﺇﺷﻌﺎﺭ ﺃﻭ ﺑﻼﻍ ﻳﺄﰐ ﺑﺼﻮﺭ ﻣﻠﺼﻘﺎﺕ ﺃﻭ ﻣﻌـﺮﻭﺽ ﰲ‬
‫ﻒ ﺃﻭ ﰲ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺪﻓﻮﻋﺔ ﺍﻷﺟﺮ‪ ،‬ﺗﺼﻤﻢ ﳉﺬﺏ ﺍﻧﺘﺒﺎﻩ ﻓﺌﺔ ﳏﺪﺩﺓ ﻣﻦ ﺍﻟﻨﺎﺱ ﺃﻭ ﺇﱃ ﺍﻟﻌﺎﻣﺔ"‪.‬‬
‫‪(١٩٩٣‬‬
‫ﺃﻳﻀﺎ‪ " :‬ﺍﻷﺳﻠﻮﺏ ﺍﻟﻔﲏ ﺍﳉﺬﺍﺏ ﰲ ﺗﻘﺪﱘ ﺍﻟﺴﻠﻌﺔ ﺃﻭ ﺍﳋﺪﻣﺔ ﻟﻠﻤﺴﺘﻬﻠﻚ ﻭﺑﺎﻟـﺸﻜﻞ ﺍﻟـﺬﻱ ﻳـﺸﻮﻗﻪ‬
‫ﻮﻝ ﻋﻠﻴﻬﺎ ﻭﻣﻦ ﰒ ﺷﺮﺍﺋﻬﺎ"‪ ،١٩٨٣ ،١١ ) .‬ﺹ‪(١٩‬‬
‫ﻊ ﻣﺎ ﺳﺒﻖ ﻣﻦ ﺗﻌﺮﻳﻔﺎﺕ ﻳﺘﻔﻖ ﻣﻊ ﻣﻔﻬﻮﻡ ﺍﻹﻋﻼﻥ ﺍﳌﻘﺼﻮﺩ ﺑﻪ ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ‪.‬‬
‫)‪(Poster‬‬ ‫ﻠﺼﻖ ﺍﻹﻋﻼﱐ‪/‬‬
‫ﺼﻖ ﻟﺼﻘﺎﹰ‪ ،‬ﺍﻟﺸﻲﺀ ﺑﺎﻟﺸﻲﺀ‪ :‬ﻟﺰﻕ ﺑﻪ‪ ،١٩٩١ ،٤ ) .‬ﺹ‪(٢٥‬‬
‫"ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺼﻤﻴﻢ ﻣﻄﺒﻮﻉ ﻋﻠﻰ ﺃﻓﺮﺍﺥ ﻣﻦ ﺍﻟﻮﺭﻕ ﻳﻠﺼﻖ ﻋﻠﻰ ﻟﻮﺣﺎﺕ ﻣﻌﺪﻧﻴـﺔ ﺃﻭ ﺧـﺸﺒﻴﺔ ﺃﻭ ﻋﻠـﻰ‬
‫ﻥ‪ ،‬ﻭﻳﻘﺼﺪ ﻣﻨﻪ ﺗﻮﺻﻴﻞ ﻣﻌﻠﻮﻣﺔ ﺃﻭ ﺭﺳﺎﻟﺔ ﺃﻭ ﺧﱪﺍ ﻟﺘﻘﻮﱘ ﺳﻠﻮﻙ ﺍﳌﺘﻠﻘﻲ‪ ،‬ﻭﺍﳌﻠﺼﻖ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻋﺒﺎﺭﺓ‬
‫ﻄﻮﺭ ﺗﺸﻜﻴﻠﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻲ ﻣﺴﺎﻳﺮ ﻟﺘﻄﻮﺭ ﺍﺟﺘﻤﺎﻋﻲ ﻭﺍﺳﻊ ﺍﳌﺪﻯ ﻣـﻦ ﺧـﻼﻝ ﺗـﺴﺠﻴﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺪﺍﺙ"‪(١٠ ،١٩٩٧ ،١٣) .‬‬
‫ﻫﻮ ﺍﳌﻘﺼﻮﺩ ﻣﻨﻪ ﰲ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ‪.‬‬
‫)‪(Gifted‬‬ ‫ﻮﻫﻮﺏ‪/‬‬
‫ﻣﺼﻄﻠﺢ ﻳﺸﲑ ﺇﱃ ﲤﻴﺰ ﺍﻟﻔﺮﺩ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﰲ ﻭﺍﺣﺪﺓ ﺃﻭ ﺃﻛﺜـﺮ‬
‫‪‬ﺎﻻﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﻌﺪﺍﺩﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪ ،‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﳌﺘﻤﻴـﺰﺓ‪،‬‬
‫ﺓ ﺍﻟﻘﻴﺎﺩﻳﺔ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ"‪(١٥٤ ،٢٠٠٢ ،٦ ) .‬‬
‫ﻑ ﳉﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻌﻤﻞ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ‪ ١٩٧٢‬ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ‪" :‬ﺃﻧﻪ ﺻﺎﺣﺐ ﺍﻷﺩﺍﺀ ﺍﳌﺮﺗﻔﻊ ﻭﺍﻹﳒﺎﺯ‬
‫ﰲ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﻣﺜﻞ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﺪﺭﺓ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﳌﺘﺨﺼـﺼﺔ‪ ،‬ﻣﻮﻫﺒـﺔ‬
‫ﺓ‪ ،‬ﺍﻟﻔﻨﻮﻥ ﺍﻟﺒﺼﺮﻳﺔ ﺃﻭ ﺍﻟﺘﻤﺜﻴﻠﻴﺔ"‪(١٠ ،١٩٩٢ ،١).‬‬
‫ﺼﻮﺩ ﺑﺎﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪" :‬ﻫﻲ ﺍﻟﻄﺎﻟﺒﺔ ﺻﺎﺣﺒﺔ ﺍﻷﺩﺍﺀ ﺍﳌﺮﺗﻔﻊ ﻭﺍﳌﺘﻤﻴـﺰ ﰲ ﺍﻟﺘـﺼﻤﻴﻢ‬
‫ﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ"‪.‬‬

‫ﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ‪:‬‬
‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺍﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻛﻮﺳﻴﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﲏ" ‪) ،‬ﺇﳝﺎﻥ ﺃﲪـﺪ‬
‫ﺎﻡ‪١٩٩٦ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺗﻮﻇﻴﻒ ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﳌﺘﺎﺣﺔ ﰲ ﺗﻨﻤﻴﺔ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﲏ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟـﱵ‬
‫ﺖ ﳍﺎ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺃﺿﺎﻓﺖ ﺃﺑﻌﺎﺩﹰﺍ ﺟﺪﻳﺪﺓ ﻟﻜﻴﻔﻴﺔ ﺗﻨﺎﻭﻝ ﻭﲢﻠﻴﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﻨﺎﺋﻴﺔ ﻣـﻦ‬
‫ﻞ‪ -‬ﻣﻠﻤﺲ‪ -‬ﺧﻂ‪ -‬ﻟﻮﻥ( ﻣﻦ ﺧﻼﻝ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻌﺪﻳﺪﺓ ﺍﻟﱵ ﺃﺿﺎﻓﻬﺎ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﳒﺪ ﺃ‪‬ﺎ ﺗﺘﻔـﻖ ﻣـﻊ‬
‫ﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﰲ ﺃ‪‬ﺎ ﺗﺆﻛـﺪ‬
‫ﻹﺑﺪﺍﻉ ﺍﻟﻔﲏ ﺃﻣﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻓﻤﺠﺎﳍﺎ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈـﺮﻱ‬
‫ﺟﻊ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﺇﺛﺮﺍﺀ ﺗﻜﻮﻳﻦ ﺍﻟﺼﻮﺭﺓ ﻟﻄﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﻹﻋﺪﺍﺩﻳﺔ"‪) ،‬ﻣﻬﺎ ﻋﺒـﺪ‬
‫ﻨﻌﻢ ﻣﺰﻳﺪ‪٢٠٠٢ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﳏﺎﻭﻟﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﺇﺛﺮﺍﺀ ﺗﻜﻮﻳﻦ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﻣﻦ ﺃﻫـﻢ ﺍﻟﻨﺘـﺎﺋﺞ ﺍﻟـﱵ‬
‫ﺖ ﳍﺎ ﺃﻥ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻷﺩﺍﺋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﳌﺘﻌﺪﺩﺓ ﻟﺘﻮﻇﻴﻒ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﳎﺎﻝ ﺍﻟﺘﺼﻮﻳﺮ ﻗﺪ ﺣﻘﻘﺖ ﻧﻮﻋـﺎ‬
‫ﻹ‪‬ﺎﺭ ﻋﻨﺪ ﺍﻟﺘﻼﻣﻴﺬ ﳑﺎ ﺃﺩﻯ ﺇﱃ ﺍﺳﺘﻘﻄﺎ‪‬ﻢ ﳓﻮ ﺇﺟﺮﺍﺀ ﳏﺎﻭﻻﺕ ﻣﺴﺘﻤﺮﺓ ﰲ ﳎﺎﻝ ﲡﺮﻳﺐ ﻭﳑﺎﺭﺳﺔ ﺗﻠـﻚ‬
‫ﺎﻧﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﰲ ﺑﻌﺾ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﺍﳌﺮﺍﺟﻊ‪.‬‬

‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺗﻮﻇﻴﻒ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺗﻘﻨﻴﺎﺕ ﺍﻟﻜﻮﻻﺝ ﻛﻌﺎﻣﻞ ﺃﺳﺎﺳﻲ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ‬
‫ﻹﻋﻼﱐ"‪) ،‬ﺭﱘ ﻓﺆﺍﺩ ﺍﻟﺴﻮﻳﻔﻲ‪٢٠٠٣ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺗﻴﺎﺭﺍﺕ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻜﻮﻻﺝ ﰲ ﺍﻟﻔﻦ ﺍﳌﻌﺎﺻﺮ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ‬
‫ﺕ ﺍﻟﻜﻮﻻﺝ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﳒﺪ ﺃ‪‬ﺎ ﺗﺘﻔﻖ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻟﱪﻧـﺎﻣﺞ‬
‫ﺨﺪﻡ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﰲ ﺃ‪‬ﺎ ﻗﺪ ﺭﻛﺰﺕ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺕ ﺍﻟﻜﻮﻻﺝ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺑﻴﻨﻤﺎ ﺭﻛﺰﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻋﻠﻰ ﺩﻭﺭ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ‬
‫ﱐ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺑﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪.‬‬

‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺇﻋﺪﺍﺩ ﺑﺮﻧﺎﻣﺞ ﻛﻤﺒﻴﻮﺗﺮ ﻛﻮﺳﻴﻠﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ ﻟـﺪﻯ ﻃـﻼﺏ‬
‫ﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ"‪) ،‬ﺩﺍﻟﻴﺎ ﺣﺴﲏ ﺍﻟﻌﺪﻭﻱ‪٢٠٠٤ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﺗﺼﻤﻴﻢ ﻭﺇﻋﺪﺍﺩ ﺑﺮﻧﺎﻣﺞ ﻛﻤﺒﻴﻮﺗﺮ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻭﻣـﻦ‬
‫ﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻳﻌﺪ ﺫﺍ ﻓﺎﻋﻠﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﻘﺘـﺮﺡ ﺫﻭ‬
‫ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺏ ﻓﻨﻴﺎ ﺣﻴﺚ ﻳﻘﺪﻡ ﻣﻔﺎﻫﻴﻢ ﺧﺎﺻﺔ ﺑﺎﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﳑﺎ ﻳﻨﻤﻲ ﺍﻟﺘﺬﻭﻕ ﺍﻟﻔﲏ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺏ‪،‬‬
‫ﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﺍﳌﺮﺍﺟﻊ‪.‬‬

‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﻣﺼﺎﺩﺭ ﺍﻹﺛﺎﺭﺓ ﺍﻟﻔﻨﻴﺔ ﻭﺍﳊﺪﺍﺛﺔ ﰲ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﺍﳌﻌﺎﺻﺮ"‪) ،‬ﻣـﲎ ﺍﻟـﺴﻴﺪ ﻓـﺆﺍﺩ‬
‫ﻣﻀﺎﻥ‪٢٠٠٤ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﺗﻨﺎﻭﻝ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻋﻤﻞ ﻓﲏ ﻭﻇﻴﻔﻲ‪ ،‬ﳚﺐ ﺃﻥ ﻳﺘﺼﻒ ﺗﺼﻤﻴﻤﻪ ﺑﺎﻟﺘﻤﻴﺰ ﻭﺍﳊﺪﺍﺛـﺔ‬
‫ﻖ ﺃﻫﺪﺍﻓﻪ ﺍﳌﺮﺟﻮﺓ ﻭﺇﻗﺒﺎﻝ ﺍﳌﺘﻠﻘﻲ ﻋﻠﻰ ﻣﺎ ﻫﻮ ﻣﻌﻠﻦ ﻋﻨﻪ‪ ،‬ﻭﻳﺴﺘﻔﻴﺪ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ ﰲ‬
‫ﺭ ﺍﻟﻨﻈﺮﻱ ﻟﻺﻋﻼﻥ‪.‬‬
‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺩﻭﺭ ﺍﳊﺮﻛﺔ ﺍﻟﻔﻌﻠﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﺍﻟﺘﻌﻠﻴﻤﻲ"‪) ،‬ﻧﺴﺮﻳﻦ ﻧﺒﻴﻞ ﻓﻮﺯﻱ‪٢٠٠٦ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﺗﻨﺎﻭﻝ ﺍﻹﻋﻼﻥ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻴﻪ ﻭﻣﻔﻬﻮﻡ ﺍﳊﺮﻛﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻦ ﺧﻼﻟﻪ‪ ،‬ﺗﺘﻔﻖ ﻫـﺬﻩ‬
‫ﺳﺔ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﻓﻦ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﻹﻃـﺎﺭ ﺍﻟﻨﻈـﺮﻱ‬
‫ﺀﺍﺕ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺩﺭﺍﺳﺔ ﻧﻘﺪﻳﺔ ﻟﻠﻤﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ"‪) ،‬ﻫﻴﻔﺎﺀ ﺇﺑـﺮﺍﻫﻴﻢ ﺍﻟﻨﻮﻳـﺼﺮ‪،‬‬
‫‪٢٠٠‬ﻡ(‪.‬‬
‫ﺪﻑ ﺇﱃ ﺩﺭﺍﺳﺔ ﳐﺘﺎﺭﺍﺕ ﻣﻦ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﺍﻟﻘـﺼﻮﺭ ﰲ‬
‫ﺐ ﺍﳉﻤﺎﻟﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ ﳍﺎ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻹﻋﻼﻥ ﻭﻣﻔﻬﻮﻣﻪ ﻭﺃﻧﻮﺍﻋﻪ‪،‬‬
‫ﻚ ﺍﳌﺮﺍﺟﻊ ﺍﳌﺴﺘﺨﺪﻣﺔ‪.‬‬

‫ﺭﺍﺳﺔ ﺑﻌﻨﻮﺍﻥ‪ " :‬ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﻋﺪﺍﺩ ﺗﺼﻤﻴﻤﺎﺕ ﺯﺧﺮﻓﻴﻪ ﻣﺒﺘﻜﺮﺓ ﻣﻦ ﺯﺧﺎﺭﻑ ﺍﻷﻃﺒﺎﻕ‬
‫ﳋﺰﻓﻴﺔ ﻟﻠﻌﺼﺮ ﺍﻟﻌﺜﻤﺎﱐ ﺍﻟﺘﺮﻛﻲ "‪) ،‬ﻫﻨﺪ ﻋﻠﻲ ﺍﻟﺪﺧﻴﻞ‪٢٠٠٧ ،‬ﻡ(‪.‬‬
‫ﺪﻑ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺗﻨﺎﻭﻝ ﺇﻣﻜﺎﻧﺎﺕ ﺑﺮﻧﺎﻣﺞ ﺍﳊﺎﺳﺐ ﺍﻵﱄ )ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ (Photoshop‬ﺍﻹﺻﺪﺍﺭ‬
‫ﰲ ﺇﻋﺪﺍﺩ ﺗﺼﻤﻴﻤﺎﺕ ﺯﺧﺮﻓﻴﻪ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﻷﻃﺒﺎﻕ ﺍﳋﺰﻓﻴﺔ ﳌﺪﻳﻨﺔ ﺃﺯﻧﻴﻚ ﺍﻟﺘﺮﻛﻴﺔ ﻭﺍﺑﺘﻜﺎﺭ‬
‫ﻤﺎﺕ ﻣﻦ ﺧﻼﳍﺎ‪ ،‬ﺗﺘﻔﻖ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺩﻭﺭﻩ ﺍﻟﻔﻌﻠﻲ‬
‫ﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﳉﺎﻧﺐ ﺍﳌﺘﻌﻠﻖ ﺑﺈﻣﻜﺎﻧﺎﺕ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ‬
‫‪ Photos‬ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻟﻠﺒﺤﺚ‪.‬‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬
‫ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫ﺸﺄﺓ ﻭﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﺭﺍﺳﺔ ﻷﳘﻴﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫ﺭﺍﺳﺔ ﻷﻫﻢ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻟﻔﻨﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺍﳌﻮﻫﻮﺑﻮﻥ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫ﻦ ﻫﻢ ﺍﳌﻮﻫﻮﺑﲔ؟‬
‫ﻬﻮﻡ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫ﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫ﺳﺎﻟﻴﺐ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ‪.‬‬
‫ﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ‪.‬‬
‫ﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫ﻴﺎﺳﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫ﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ‪.‬‬
‫ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﻳﺸﻤﻞ‪:‬‬
‫ﻬﻮﻡ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺸﺄﺗﻪ ﺍﻟﺘﺎﺭﳜﻴﺔ‪.‬‬
‫ﺎﺻﺮ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﻇﻴﻔﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﻮﺍﻉ ﺍﳌﻠﺼﻘﺎﺕ‪.‬‬
‫ﻷﳕﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪.‬‬
‫ﳘﻴﺔ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪.‬‬
‫ﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
 ‫ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪:‬‬

‫ﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺃﻧﻪ ﺃﺛﺮﺕ ﺛﻮﺭﺓ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﻭﺳـﻠﻮﻛﻴﺎﺕ ﺍ‪‬ﺘﻤﻌـﺎﺕ‬
‫ﺍﻷﺳﻠﻮﺏ ﻭﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﻋﻠﻴﻪ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟﱵ ﺃﺛﺮﺕ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﻭﺃﺳﻠﻮﺏ ﺍﻟﺘﻔﻜﲑ‪ ،‬ﻭﻫـﺬﻩ‬
‫ﻛﺎﻧﺖ ﺃﺳﺮﻉ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻫﺬﻩ ﺍﻟﺜﻮﺭﺓ ﱂ ﺗﻨﺘﻪ ﻭﻟﻦ ﺗﻨﺘﻪ ﻓﺎﳊﺎﺳﺐ ﺍﻵﱄ ﻟﻴﺲ ﺑﺪﻋﺔ ﻭﻗﺘﻴﺔ‬
‫ﺣﻘﻴﻘﺔ ﺑﺎﻗﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻓﺎﳊﺎﺳﺐ ﺍﻵﱄ ﻗﺪ ﺗﻌﺪﻯ ﻣﺮﺣﻠﺔ ﺍﻟﻘﺒﻮﻝ ﻋﻨﺪ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻴﻮﻡ ﻫﻮ ﰲ ﻣﺮﺣﻠﺔ ﺍﳌﻌﺮﻓﺔ‬
‫ﻤﻖ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ‪ ،‬ﻭﺃﺻﺒﺢ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻘﻮﻣﻲ ﻷﻱ ﺑﻠﺪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﺯﻭﺍﻳﺎ ﺑﺪ ﹰﻻ ﻣﻦ ﺛـﻼﺙ ﻫـﻢ‪:‬‬
‫ﺽ‪،‬ﺍﻟﻌﻤﻞ‪،‬ﺭﺃﺱ ﺍﳌﺎﻝ‪ ...‬ﻭﻳﻀﺎﻑ ﺇﻟﻴﻬﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻓﺎﻟﻌﺎﱂ ﺍﻟﻴﻮﻡ ﺑﺪﺍ ﻣﺮﺣﻠﺔ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﳎﺘﻤﻊ ﺻﻨﺎﻋﻲ ﺇﱃ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﰐ ﻭﻣﻦ ﺍﻟﻌﻤﻞ ﺍﳉـﺴﻤﺎﱐ ﺇﱃ‬
‫ﺍﻟﺬﻫﲏ ﻭﺍﺳﺘﺒﺪﻟﺖ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻀﻠﻴﺔ ﺑﺎﻟﻘﻮﺓ ﺍﻟﺬﻫﻨﻴﺔ ﻭﺃﺻﺒﺢ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﻫﻮ ﲝﻖ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﺍﻟﺴﺮﻳﻊ ﻟﻠﻤﻜﺎﻧﺔ ﺍﻟﱵ ﻳﺘﺒﻮﺅﻫﺎ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺍﻟﻌﺎﱂ ﻭﺗﺄﺛﲑﻩ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻌـﺎﺕ ﻫـﺬﺍ‬
‫ﺎﻓﺔ ﺇﱃ ﻣﺪﻯ ﺣﺎﺟﺘﻨﺎ ﺇﻟﻴﻪ ﺣﻴﺚ ﺃﺻﺒﺢ ﻳﺆﺛﺮ ﻋﻠﻰ ﳕﻂ ﺣﻴﺎﺗﻨﺎ ﻧﺘﻴﺠﺔ ﻟﺪﺧﻮﻟﻪ ﲨﻴﻊ ﳎﺎﻻﺕ ﺣﻴﺎﺗﻨﺎ ﻣـﻦ‬
‫ﺣﱴ ﺍﻟﺼﻌﻮﺩ ﺇﱃ ﺍﻟﻘﻤﺮ‪ ،‬ﻣﻦ ﻫﻨﺎ ﺭﺃﺕ ﺍﻟﺒﺎﺣﺜﺔ ﺃﳘﻴﺘﻪ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﰲ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﻔﻨﻴـﺔ‬
‫ﻞ ﺧﺎﺹ ‪.‬‬

‫ﻭﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪:‬‬

‫ﻳﺸﻬﺪ ﺍﻟﻌﺎﱂ ﺍﻟﻴﻮﻡ ﺗﻄﻮﺭﺍﺕ ﺳﺮﻳﻌﺔ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﺑﺴﺒﺐ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻌﻠﻤـﻲ ﻭﺍﻟﺘﻜﻨﻮﻟـﻮﺟﻲ‬
‫ﻋﻦ ﻣﺪﻧﻴﺔ ﺍﻹﻧﺴﺎﻥ ﺍﻟﱵ ﺗﺪﻓﻌﻪ ﺇﱃ ﺍﻻﻛﺘﺸﺎﻑ ﻭﺍﻻﺑﺘﻜﺎﺭ ﻟﻠﻮﺳﺎﺋﻞ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗﺮﻓﻊ ﻣﻦ ﻣﺴﺘﻮﻯ ﺣﻴﺎﺗﻪ‬
‫ﻪ‪ ،‬ﻓﻤﻨﺬ ﺃﻥ ﻭﺟﺪ ﺍﻹﻧﺴﺎﻥ ﻭﻫﻮ ﳛﺎﻭﻝ ﺃﻥ ﻳﺘﻌﻠﻢ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﻪ‪ ،‬ﻭﻳﺴﻌﻰ ﺇﱃ ﺍﻻﺑﺘﻜـﺎﺭ ﰲ ﺇﻧﺘـﺎﺝ‬
‫ﺋﻞ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻩ ﰲ ﻣﻌﺎﳉﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻪ‪ ،‬ﻭﳏﺎﻭﻻﺗﻪ ﺍﳌﺴﺘﻤﺮﺓ ﰲ ﺇﳚﺎﺩ ﺍﳊﻠﻮﻝ ﺍﳌﻨﺎﺳـﺒﺔ ﳍـﺎ‪،‬‬
‫ﺫﻟﻚ ﺍﻟﺘﻄﻮﺭ ﺍﳌﺬﻫﻞ ﰲ ﻋﺎﱂ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻳﻌﺪ ﻣﻦ ﺃﻫﻢ ﻣﻈﺎﻫﺮ ﺫﻟﻚ ﺍﻻﺑﺘﻜـﺎﺭ ﰲ ﺇﻧﺘـﺎﺝ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﻟﺬﻱ ﺳﺎﺩ ﺍﻟﻌﺎﱂ ﺍﻟﻴﻮﻡ ﺑﻞ ﻭﺃﺻﺒﺢ ﻟﻐﺔ ﺍﻟﻌﺼﺮ ﺍﻟﱵ ﲣﺪﻡ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﺍﳌﺘﻨﻮﻋﺔ‪،‬‬
‫ﺃﺻﺒﺢ ﺗﻮﻇﻴﻒ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻣﻦ ﺃﻫﻢ ﺃﻫﺪﺍﻑ ﺍ‪‬ﺘﻤﻊ ﳓﻮ ﲢﻘﻴﻖ ﻣﺴﺘﻘﺒﻞ ﺃﻓﻀﻞ‪ ،‬ﻭﺫﻟﻚ ﻻﺳـﺘﺤﺪﺍﺙ‬
‫ﺐ ﻣﺘﻌﺪﺩﺓ ﺗﺴﺎﻋﺪ ﺑﺪﻭﺭﻫﺎ ﻋﻠﻰ ﻇﻬﻮﺭ ﻃﺮﻕ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻷﺩﺍﺀ ﻭﺍﻟﺘﻌﺒﲑ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺮﺽ ﻟﻨﺸﺄﺓ ﻭﺗﻄﻮﺭ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺳﻮﻑ ﺗﺘﻀﺢ ﻟﻨﺎ ﺍﳉﻬﻮﺩ ﺍﻟﻜـﺜﲑﺓ ﺍﻟـﱵ ﺑـﺬﻟﺖ‬
‫ﻮﻝ ﺇﱃ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺮﺍﻫﻨﺔ ﻣﻦ ﺍﻟﺘﻘﺪﻡ ﰲ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻷﺩﺍﺋﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ ﻹﻣﻜﺎﻧﺎﺗﻪ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺍﻵﻥ‪.‬‬
‫ﰲ ﺃﻭﺍﺋﻞ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻣﻦ ﻋﺸﺮ ﺍﺧﺘﺮﻉ ﺍﻟﻌﺎﱂ ﺟﻮﺯﻳـﻒ ﺟـﺎﻛﻮﺍﺭﺩ ‪ Jozuf Jachrad‬ﻃﺮﻳﻘـﺔ‬
‫ﺪﺍﻡ ﺍﻟﻜﺮﻭﺕ ﺍﳌﺜﻘﺒﺔ ﻟﻠﺘﺤﻜﻢ ﰲ ﺃﺷﻜﺎﻝ ﺍﻟﻨﺴﺠﻴﺎﺕ ﻭﺗﻌﺘﱪ ﻫﺬﻩ ﺑﺪﺍﻳﺔ ﺟﺪﻳﺪﺓ ﻫﺎﻣﺔ ﰲ ﳎـﺎﻝ ﺍﻟـﺼﻨﺎﻋﺔ‬
‫ﻭﺑﺪﺍﻳﺔ ﺻﻨﺎﻋﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺃﻳﻀﺎ‪،٢٠٠٢ ،٢١) .‬ﺹ‪(٢٢‬‬
‫ﻭﻗﺪ ﺍﺳﺘﻤﺮﺕ ﺟﻬﻮﺩ ﺍﻟﻌﻠﻤﺎﺀ ﻟﺘﺤﻘﻴﻖ ﺁﻣﺎﻝ ﻭﻣﺘﻄﻠﺒﺎﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ ﳓﻮ ﺗﻄﻮﻳﺮ ﻭﲢﺪﻳﺚ ﻣﺎ ﺗﻮﺻﻠﻮﺍ ﺇﻟﻴﻪ‬
‫ﻮﺙ ﻋﻠﻤﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻣﻊ ﺗﻄﻮﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳎﺎﻝ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﲢﻘﻖ ﺍﳊﻠﻢ ﰲ ﺃﻭﺍﺋﻞ ﺍﻟﻘﺮﻥ‬
‫ﻳﻦ ﰲ ﻋﺎﻡ ‪١٩٠٨‬ﻡ ﻋﻠﻰ ﻳﺪ ﺍﻟﻌﺎﱂ ﻫﲑﻣﺎﻥ ﻫﻮﻟﲑﺕ ‪ Herman Hollerlth‬ﺍﻟﺬﻱ ﻳﻌﺪ ﺍﳌﺆﺳـﺲ‬
‫ﻟﺸﺮﻛﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ‪.IBM‬‬
‫ﻭﰲ ‪‬ﺎﻳﺔ ﺍﻷﺭﺑﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺧﺮﺝ ﺇﱃ ﺍﻟﻮﺟﻮﺩ ﺃﻭﻝ ﺣﺎﺳـﺐ ﺁﱄ ﺭﻗﻤـﻲ ‪Digital‬‬
‫‪ ،Compu‬ﻭﻗﺪ ﻣﺮ ﺇﻋﺪﺍﺩ ﺟﻬﺎﺯ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺑﻌﺪ ﺫﻟﻚ ﺑﻌﺪﺓ ﺗﻄﻮﺭﺍﺕ ﺣﻴﺚ ﻛﺎﻧﺖ ﺍﻟﺒﺪﺍﻳﺔ ﻇﻬـﻮﺭ‬
‫ﺐ ﺍﻟﺬﻱ ﻳﺘﻤﻴﺰ ﺑﺎﻟﺼﻤﺎﻣﺎﺕ ﺍﳌﻔﺮﻏﺔ‪ ،‬ﰒ ﺍﺳﺘﺨﺪﻡ ﺑﻌﺪ ﺫﻟﻚ ﺍﻟﺘﺮﺍﻧﺰﺳﺘﻮﺭ ﻭﺃﺷﺒﺎﻩ ﺍﳌﻮﺻﻼﺕ‪ ،‬ﰒ ﻣﺎ ﻟﺒﺚ ﺃﻥ‬
‫ﺪﻣﺖ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻛﺎﻧﺖ ﺫﺍﺕ ﻗﺪﺭﺍﺕ ﳏﺪﻭﺩﺓ‪ ،‬ﰒ ﺗﻄﻮﺭﺕ ﺗﻠﻚ ﺍﻟﺪﻭﺍﺋﺮ ﺑﻌﺪ‬
‫ﺣﻴﺚ ﺗﻀﺎﻋﻔﺖ ﻛﺜﺎﻓﺔ ﺷﺮﺍﺋﺢ ﺍﻟﺴﻴﻠﻜﻮﻥ ﺑﻔﻌﻞ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﳉـﺎﺕ ﺍﻟﺪﻗﻴﻘـﺔ‪،‬‬
‫ﻚ ﻓﻘﺪ ﺃﻣﻜﻦ ﺗﺼﻨﻴﻊ ﺣﺎﺳﺐ ﺁﱄ ﺻﻐﲑ ﺍﳊﺠﻢ ‪ Microcomputer‬ﻭﻫﻮ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﳊﺎﺳـﺐ‬
‫ﻟﺸﺨﺼﻲ‪.‬‬
‫ﻭﻗﺪ ﻭﺍﻛﺐ ﺗﻄﻮﺭ ﺍﻟﺴﻌﺔ ﺍﻷﺩﺍﺋﻴﺔ ﳉﻬﺎﺯ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺗﻄﻮﺭﺍ ﻣﻠﻤﻮﺳﺎ ﺃﻳﻀﺎ ﰲ ﳎﺎﻝ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺗﻌﺪﺕ ﺗﻠﻚ ﺍﻟﱪﺍﻣﺞ ﻣﻦ ﻛﻮ‪‬ﺎ ﺗﺮﺗﺒﻂ ﲟﺠﺎﻝ ﺍﶈﺎﺳﺒﺔ ﻟﺘﺘﻔﺮﻉ ﺇﱃ ﳎﺎﻻﺕ ﺃﺧـﺮﻯ ﻣﺘﻌـﺪﺩﺓ ﻭﻣﺘﻨﻮﻋـﺔ‬
‫ﺎﻻﺕ ﺍﻟﻄﺐ ﻭﺍﳍﻨﺪﺳﺔ ﻭﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻟﺰﺭﺍﻋﺔ ﻭﺍﻟﻔﻠﻚ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﻏﲑﻫـﺎ‪،٢١) .‬‬
‫‪ ،٢‬ﺹ‪(٢٢‬‬

‫ﺳﺔ ﻷﳘﻴﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪:‬‬

‫ﺗﻌﺘﱪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻣﻦ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﻳﻬﺘﻢ ‪‬ﺎ ﺍﳌﻌﻠﻢ ﻷ‪‬ﺎ ﺫﺍﺕ ﺃﳘﻴﺔ ﻛﱪﻯ ﰲ ﻏﺮﺱ ﺍﻟﻘـﻴﻢ‬
‫ﻴﺔ ﰲ ﻧﻔﻮﺱ ﺍﻷﻃﻔﺎﻝ ﻭﺍﻟﺸﺒﺎﺏ ﻭﺗﻨﻤﻴﺔ ﺃﻓﻜﺎﺭﻫﻢ‪ ،‬ﻓﻬﻲ ﺗﺴﺎﻫﻢ ﰲ ﺗﻨﻤﻴﺔ ﺃﺫﻭﺍﻗﻬﻢ ﻭﺍﻧﻔﻌـﺎﻻ‪‬ﻢ ﲝﻴـﺚ‬
‫ﻴﻊ ﺍﻟﻔﺮﺩ ﺍﻟﺘﺠﺎﻭﺏ ﻣﻊ ﺍﻧﻔﻌﺎﻻﺗﻪ ﻭﻳﺴﺘﻤﺘﻊ ﺑﻜﻞ ﻣﺎ ﳛﻴﻂ ﺑﻪ ﻣﻦ ﻣﺆﺛﺮﺍﺕ ﺫﺍﺕ ﻃﺎﺑﻊ ﲨﺎﱄ‪ ،‬ﻛﻤﺎ ﺗﻘـﻮﻡ‬
‫ﺍﻟﻔﻨﻴﺔ ﺑﺪﻭﺭ ﻓﻌﺎﻝ ﰲ ﺗﻨﻤﻴﺔ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﳑﺎ ﳝﻴﺰﻫﺎ ﻋﻦ ﺃﻱ ﻣﺎﺩﺓ ﺃﺧﺮﻯ ﻣﻦ ﻣﻮﺍﺩ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳـﻴﺔ‪،‬‬
‫ﱃ ﺟﺎﻧﺐ ﺇﺳﻬﺎﻣﻬﺎ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﺮﺑﻴﺔ‪ ،‬ﺗﺴﻌﻰ ﺇﱃ ﲤﻜﲔ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﲨﻴﻊ ﻗﺪﺭﺍﺗﻪ‬
‫ﺔ ﻭﺍﳊﺴﻴﺔ ﻭﺍﳉﺴﻤﻴﺔ ﺧﻼﻝ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﰲ ﺩﺭﻭﺱ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﻔﻨﻴـﺔ‪،٢٤) .‬‬
‫‪ ،١‬ﺹ‪(٧٤‬‬
‫ﻭﻣﻊ ﺗﻮﻇﻴﻒ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳐﺘﻠﻒ ﺃﻧﺸﻄﺔ ﺍﳊﻴﺎﺓ‪ ،‬ﻛﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﺮﺗﺒﻂ ﺑﺜﻘﺎﻓﺎﺕ ﺍﻟﻌﺼﺮ‬
‫ﻔﺎﺗﻪ ﺣﱴ ﳛﻘﻖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻹﻧﺴﺎﻥ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻃﻤﻮﺣﺎﺗﻪ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﻭﻣﻊ ﺍﺗﺴﺎﻉ ﺩﺭﺟﺔ ﺍﻧﺘﺸﺎﺭﻩ ﰲ‬
‫ﻒ ﺃﻧﺸﻄﺔ ﺍﳊﻴﺎﺓ ﻛﺎﻥ ﻟﻪ ﺩﻭﺭ ﻭﺍﺿﺢ ﻭﻣﻜﺎﻧﺔ ﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﺑﻮﺟﻪ ﻋﺎﻡ ﻭﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴـﺔ ﺑﻮﺟـﻪ‬
‫‪ ،‬ﻓﻘﺪ ﺩﺧﻞ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ‪ ،‬ﻭﺍﺭﺗﺎﺩ ﳎﺎﻟﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻔﻨﺎﻧﲔ ﻭﺃﺧﺬ ﺍﻟﻔﻨﺎﻥ ﻳﺪﺭﺱ‬
‫ﻢ ﺍﻵﻟﺔ ﺟﻨﺒﹰﺎ ﺇﱃ ﺟﻨﺐ ﻣﻊ ﺍﳌﻬﻨﺪﺳﲔ ﻭﺍﶈﺎﺳﺒﲔ ﻟﺘﺠﻬﻴﺰ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﲟﻌﺪﺍﺕ ﺍﻟﺮﺳﻢ‪ ،‬ﻭﺃﺧﺬ ﺍﳊﺎﺳﺐ‬
‫ﻣﻜﺎﻧﺔ ﻫﺎﻣﺔ ﻭﺿﺮﻭﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻛﻮﺳﻴﻠﺔ ﻋﺼﺮﻳﺔ ‪‬ﺪﻑ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄـﻼﺏ ﻟﺘﻨﻤﻴـﺔ‬
‫ﻢ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪.‬‬
‫ﻭﺗﺮﻯ ﺑﺎﺗﺮﻳﺸﻴﺎ ﺭﻭﺟﺰ ‪ Patrich Rojers‬ﺃﻥ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻫﻮ ﻭﺳﻴﻠﺔ ﺟﺪﻳـﺪﺓ ﻟﻠـﺮﺑﻂ ﺑـﲔ‬
‫ﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻔﻦ‪ ،‬ﻭﺗﺆﻛﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺇﻋﺎﺩﺓ ﺍﻻﲢﺎﺩ ﺑﲔ ﺍﻟﻔﻦ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺑﲔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻹﻧﺘﺎﺝ‬

‫ﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﳘﻴﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺴﺎﻋﺪ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻹﺑﺪﺍﻋﻴﺔ ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻡ ﻏﲑﻫﻢ‬
‫ﻦ ﺃﻭﻟﺌﻚ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺭﻋﺎﻳﺔ ﺧﺎﺻﺔ ﻋﻨﺪ ﺗﻌﻠﻴﻤﻬﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﻔﻦ‪.‬‬
‫ﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻭﺳﻴﻠﺔ ﻃﻴﻌﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺣﻠﻮﻝ ﺗﺸﻜﻴﻠﻴﺔ ﻏﲑ ﺗﻘﻠﻴﺪﻳﺔ ﻣـﻦ‬
‫ﻼﻝ ﺇﻣﻜﺎﻧﺎﺗﻪ ﻭﺑﺮﺍﳎﻪ ﺍﳌﺘﻌﺪﺩﺓ ﰲ ﳎﺎﻝ ﺍﻟﻔﻨﻮﻥ‪ ،‬ﻭﺍﻟﱵ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﺘﺤﻘﻖ ﰲ ﻇﻞ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻷﻛﺎﺩﳝﻴـﺔ‬
‫ﻘﻠﻴﺪﻳﺔ‪.‬‬
‫ﺢ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺗﻮﻇﻴﻒ ﺗﻌﺪﺩ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻟﻠﻌﻤﻞ ﺍﻟﻔﲏ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠـﻰ ﺣﺮﻳـﺔ‬
‫ﻧﻄﻼﻕ ﳓﻮ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﺗﺘﻔﻖ ﻭﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻭﻣﻴﻮﳍﻢ ﺍﳋﺎﺻﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺫﻟﻚ ﻳﺴﻬﻢ ﺃﻳـﻀﺎ ﰲ‬
‫ﻛﻴﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻄﻼﺏ‪.‬‬
‫ﻛﺎﻧﺖ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻷﺩﺍﺋﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎﺎﻝ ﺍﻟﻔﻦ ﺗﺘﺴﻢ ﺑﺴﻬﻮﻟﺔ ﳏﻮ ﺍﳋﻄﺎﺀ‪ ،‬ﺃﻭ ﺗﻌﺪﻳﻞ ﺍﻟـﺼﻴﻎ‬
‫ﻷﺷﻜﺎﻝ ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻄﻼﺏ ﰲ ﺗﻜﻮﻳﻦ ﻣﻮﺿﻮﻋﺎ‪‬ﻢ ﺍﻟﺘﻌﺒﲑﻳﺔ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﺘﻴﺢ‬
‫ﻤﺘﻌﻠﻢ ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺃﻧﺴﺐ ﺍﳊﻠﻮﻝ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﻟﱵ ﺗﺘﻔﻖ ﻣﻊ ﻃﺒﻴﻌﺔ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺘﺸﻜﻴﻠﻲ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻪ‪.‬‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺇﻣﻜﺎﻧﻴﺔ ﲣﺰﻳﻦ ﻭﺣﻔﻆ ﻣﺮﺍﺣﻞ ﺍﻟﻌﻤﻞ ﺍﻟﻔﲏ ﺑﺎﳊﺎﺳﺐ ﺍﻵﱄ ﳝﻜﻦ ﻟﻠﻤﺘﻌﻠﻢ ﺗﺘﺒﻊ ﺧﻄﻮﺍﺕ ﺑﻨـﺎﺀ‬
‫ﻤﻠﻪ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺗﻜﻮﻥ ﺍﻟﺸﻜﻞ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻪ ﻭﻓﻘﺎ ﳌﺎ ﻳﺮﺍﻩ ﻣﻨﺎﺳﺒﺎ‪.‬‬
‫ﺢ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻟﻠﻤﺘﻌﻠﻢ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻂ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪،‬‬
‫ﻘﻠﻴﺪﻳﺔ ﻣﻨﻬﺎ ﻭﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺑﺸﻜﻞ ﻣﻴﺴﺮ ﻭﺑﺴﺮﻋﺔ ﺗﻔﻮﻕ ﻛﺜﲑﺍ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻠـﻚ ﺍﻟﻮﺳـﺎﺋﻂ ﻭﺍﻷﺩﻭﺍﺕ‬
‫ﺸﻜﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﳌﺄﻟﻮﻑ‪.‬‬
‫ﺴﻬﻢ ﺗﻮﻇﻴﻒ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺗﻐﻴﲑ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻄﻼﺏ ﳓﻮ ﺗﻘﺒﻠﻬﻢ ﻭﺍﺳﺘﻴﻌﺎ‪‬ﻢ ﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﳊﺪﻳﺜﺔ ﻭﳏﺎﻭﻟﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﺃﺛﻨﺎﺀ ﻣﺮﺍﺣﻞ ﺗﻌﻠﻴﻤﻬﻢ ﺃﻡ ﰲ ﺃﻧـﺸﻄﺔ ﺣﻴـﺎ‪‬ﻢ ﺍﻟﻌﻤﻠﻴـﺔ‬
‫ﻌﺪﺩﺓ‪ ،٢٠٠٢ ،٢١) .‬ﺹ‪(٢٨‬‬

‫ﺳﺔ ﻷﻫﻢ ﺇﻣﻜﺎﻧﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻟﻔﻨﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺨﺘﻠﻔﺔ‪:‬‬

‫ﺞ ﺍﻟﺮﺳﻢ‪:‬‬
‫ﺍﻟﺮﺳﻢ ﻫﻲ ﺑﺮﺍﻣﺞ ﻣﺼﻤﻤﺔ ﻟﺘﺴﻬﻞ ﺇﻋﺪﺍﺩ ﺍﻟﺼﻮﺭ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺘﺼﻤﻴﻢ ﻣﺜـﻞ‬
‫ﺭ ﻭﻋﻤﻠﻴﺎﺕ ﺍﳊﺬﻑ ﻭﺍﻹﺿﺎﻓﺔ ﻭﺍﻟﺘﻜﺒﲑ ﻭﺍﻟﺘﺼﻐﲑ ﺇﱃ ﺟﺎﻧﺐ ﻋﻤﻠﻴﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﻓﻤﻦ ﺧـﻼﻝ ﺍﺳـﺘﺜﻤﺎﺭ‬
‫ﺎﻧﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﳍﺬﻩ ﺍﻟﱪﺍﻣﺞ ﳝﻜﻦ ﺇﺛﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﺣﻴﺚ ﺃﺿﺎﻓﺖ ﺗﻠﻚ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻌﺪﻳﺪﺓ ﺃﺑﻌﺎﺩﹰﺍ‬
‫ﺓ ﻟﻠﺮﺅﻳﺔ ﱂ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻋﺪ ﺍﳌﺼﻤﻢ ﰲ ﺗﻌﺪﻳﻞ ﻭﺣﻔﻆ ﻭﺍﺳﺘﺮﺟﺎﻉ ﺍﻟﺼﻮﺭ‪ ،‬ﻭﻣـﻦ‬
‫ﻟﱪﺍﻣﺞ‪:‬‬
‫ﻧﺎﻣﺞ ﻛﻮﺭﻝ ﺩﺭﻭ ‪ : Corel Draw‬ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﺩﻭﺍﺕ ﻛﺜﲑﺓ ﺧﺎﺻﺔ ﺑﺘـﺼﻤﻴﻢ ﻭﺗﻌـﺪﻳﻞ‬
‫ﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻭﻫﻮ ﺑﺮﻧﺎﻣﺞ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺑﺎﻟﻌﻨﺎﺻﺮ‪ ،‬ﻓﻜﻞ ﺭﺳﻢ ﰲ ﺍﻟﱪﻧـﺎﻣﺞ‬
‫ﻜﻮﻥ ﻣﻦ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ ﻣﺜﻞ ﺍﻟﺪﻭﺍﺋﺮ ﻭﺍﳌﺴﺘﻄﻴﻼﺕ ﻭﺍﳌﻨﺤﻨﻴﺎﺕ‪ ،‬ﻭﻳﻌﺘﱪ ﻛﻞ ﺷﻜﻞ ﻋﻨﺼﺮ ﻣﺴﺘﻘﻞ ﳝﻜـﻦ‬
‫ﻴﲑ ﻣﻮﻗﻌﻪ ﻭﻟﻮﻧﻪ ﺑﺪﻭﻥ ﺗﻐﻴﲑ ﺑﺎﻗﻲ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻭﺍﻟﱪﻧﺎﻣﺞ ﻣﺰﻭﺩ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﲤﻜﻦ ﺍﳌﺼﻤﻢ ﻣﻦ‬
‫ﺳﻢ ﻫﺬﻩ ﺍﻷﺷﻜﺎﻝ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺒﻨﺎﺀ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ‪ ،‬ﻛﻤﺎ ﲤﻜﻨﻪ ﻣﻦ ﲢﺮﻳﻚ ﻭﻧﺴﺦ ﻭﺗﺪﻭﻳﺮ ﻭﺗﻜﺮﺍﺭ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬
‫ﻧﺎﻣﺞ ﺑﻴﻨﺖ ﺑﺮﺵ ‪ :Paintbrush‬ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺼﻤﻢ ﻋﻠﻰ ﺗـﺼﻤﻴﻢ ﺻـﻮﺭ‬
‫ﺷﻜﺎﻝ ﻣﻠﻮﻧﺔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻊ ﺑﺮﺍﻣﺞ ﺃﺧﺮﻯ‪ ،‬ﻟﺬﺍ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺩﻣﺞ ﺍﻟﺼﻮﺭ ﻣـﻊ ﺍﻟﻨـﺸﺮﺍﺕ‬
‫ﻟﺘﻘﺎﺭﻳﺮ ﻛﻤﺎ ﻳﻘﻮﻡ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺘﺴﻬﻴﻞ ﻭﻇﺎﺋﻒ ﺃﺧﺮﻯ ﻣﺜﻞ ﺗﻐﻴﲑ ﺃﻟﻮﺍﻥ ﺍﻷﺷﻜﺎﻝ ﻭﺃﺣﺠﺎﻣﻬـﺎ ﻭﺗﻌﺪﻳﻠـﻬﺎ‬
‫ﺣﺬﻓﻬﺎ ﻋﻨﺪ ﺍﻟﻀﺮﻭﺭﺓ‪.‬‬
‫ﻧﺎﻣﺞ ﺍﺩﻭﰊ ﻓﻮﺗﻮﺷﻮﺏِِ‪ :Adobe PhotoShop‬ﻳﻌﺪ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﻣﻦ‬
‫ﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻭﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﻓﻨﻴﺔ ﺩﻗﻴﻘﺔ ﻋﻠﻰ ﺍﻟـﺼﻮﺭ‪ ،‬ﻛﻤـﺎ ﳝﻜـﻦ‬
‫ﺳﺘﺨﺪﺍﻣﻪ ﰲ ﻣﻌﺎﳉﺔ ﺍﻟﺼﻮﺭ ﻭﺗﻮﻓﲑ ﺍﳌﺮﻭﻧﺔ ﰲ ﺗﺮﻛﻴﺐ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﻃﺮﻳﻖ ﺇﺩﺧﺎﻝ ﻃﺒﻘﺎﺕ ﻋﻠـﻰ ﺍﻟـﺼﻮﺭ‬
‫ﺴﻬﻴﻞ ﺗﺼﺤﻴﺤﻬﺎ‪ ،‬ﻭﻟﺴﻬﻮﻟﺔ ﺗﺼﺤﻴﺢ ﺃﻟﻮﺍ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺆﺛﺮﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺇﺩﺧـﺎﻝ‬
‫ﻼﻣﺲ ﻭﺍﻟﺘﻐﲑﺍﺕ ﺇﱃ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻓﺎﻟﱪﻧﺎﻣﺞ ﻳﻮﻓﺮ ﺍﺧﺘﻴﺎﺭﺍﺕ ﳌﻌﺎﳉﺔ ﺍﻟﺼﻮﺭ ﺍﳉﺎﻫﺰﺓ ﻳﺼﻌﺐ ﺣﺼﺮﻫﺎ‪ ،‬ﻛﻤﺎ‬
‫ﻜﻦ ﺇﺩﺧﺎﻝ ﺍﻟﺼﻮﺭ ﺇﱃ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﺧﻼﻝ ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ ﻣﺜﻞ ﺍﳌﺎﺳﺢ ﺍﻟﻀﻮﺋﻲ‪ ،‬ﺃﻭ ﻛﺎﻣﲑﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪،‬‬
‫ﺍﻟﻜﺎﻣﲑﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﰒ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﺪﻳﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻧﻈﺮﺍ ﻟﺘﻤﻴـﺰ ﺑﺮﻧـﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷـﻮﺏ‬
‫‪ Photosho‬ﰲ ﺍﻟﻘﻴﺎﻡ ‪‬ﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺭﺃﺕ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻧﻪ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻪ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺇﻣﻜﺎﻧﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪(١٧٠ ،٢٠٠٣ ،١٥) .‬‬

‫ﺍﳌﻮﻫﻮﺑﻮﻥ‪:‬‬

‫ﻟﻘﺪ ﺗﻨﺒﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻔﻜﺮﻳﻦ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺇﱃ ﺃﳘﻴﺔ ﺍﻟﺘﻌﺮﻑ ﺇﱃ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﳑﻦ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺍﺕ‬
‫ﺍﻫﺐ ﺧﺎﺻﺔ‪ ،‬ﻭﺗﻮﻓﲑ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳍﻢ ﻭﺫﻟﻚ ﻣﻨﺬ ﺍﻟﻘﺪﻡ‪.‬‬
‫ﻓﻘﺪ ﺩﻋﺎ ﺃﻓﻼﻃﻮﻥ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻛﺘﺸﺎﻑ ﺫﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﳌﺮﺗﻔﻌـﺔ ﻣـﻦ‬
‫ﺩ‪ ،‬ﺇﺣﺴﺎﺳﺎ ﻣﻨﻪ ﺑﻀﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻨﻤﻮﻫﻢ‪ ،‬ﳑﺎ ﻳﺴﻬﻢ ﰲ ﺇﻋـﺪﺍﺩﻫﻢ ﻟﻼﺿـﻄﻼﻉ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻛﻤﺎ ﺍﻗﺘﺮﺡ ﺑﻌﺾ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﺍﻋﺘﻘﺪ ﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﺮﻑ ﻣﺜـﻞ ﻫـﺆﻻﺀ‬
‫ﺩ‪ ،‬ﻭﻗﺪ ﺍﺗﻀﺢ ﺫﻟﻚ ﺃﻳﻀﺎ ﰲ ﺗﻘﺴﻴﻤﻪ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻭﺗﻮﺯﻳﻊ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﰲ ﻣﺪﻳﻨﺘﻪ ﺍﻟﻔﺎﺿـﻠﺔ‪،٢٥،١٩٩٧).‬‬
‫‪(١٦‬‬
‫ﻭﻗﺪ ﺷﻬﺪ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺗﺰﻳﺪﺍ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺬﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﺮﺗﻔﻌﺔ ﻣﻦ ﺍﻷﻓـﺮﺍﺩ‪ ،‬ﻭﺭﻏـﻢ‬
‫ﻑ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﻟﻮﺻﻒ ﻫﺆﻻﺀ ﻣﻦ ﺑﻠﺪ ﻵﺧﺮ‪ ،‬ﺇﻻ ﺃﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻟﻨﻔﺲ ﻧﺒﻬﻮﺍ ﺇﱃ ﺿﺮﻭﺭﺓ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ‪‬ﺪﻑ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺃﻓﻀﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟـﱵ‬
‫ﺪ ﻋﻠﻰ ﺍﻛﺘﺸﺎﻓﻬﻢ‪ ،‬ﻭﻛﺬﻟﻚ ﳏﺎﻭﻟﺔ ﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﻼﺋﻤﺔ ﻟﺮﻋﺎﻳﺘﻬﻢ ﻭﺗﻨﻤﻴﺔ ﻗﺪﺭﺍ‪‬ﻢ‪ ،‬ﲟﺎ ﻳﻌـﻮﺩ‬
‫ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﻭﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻧﻔﺴﻬﻢ‪.‬‬

‫ﻫﻢ ﺍﳌﻮﻫﻮﺑﲔ؟‬
‫ﺍﳌﻮﻫﺒﺔ ﻫﻲ ﻗﺪﺭﺓ ﺑﺸﺮﻳﺔ ﻃﺒﻴﻌﻴﺔ ﻭﺫﺍﺕ ﻗﻴﻤﺔ ﻣﺘﻤﻴﺰﺓ ﻭﻫﻨﺎﻙ ﻣﺆﺷﺮﺍﺕ ﻭﺍﺿﺤﺔ ﻻﺳﺘﻜﺸﺎﻑ ﺍﳌﻮﻫﺒـﺔ‬
‫ﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺗﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ‬
‫ﺎﻓﺔ ﺇﱃ ﳎﻤﻮﻋﺔ ﺍﳌﻮﺍﻫﺐ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﻐﲑ ﻋﺎﺩﻳﺔ ﻭﺍﻟﻄﻼﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﺜﺎﺑﺮﺓ‪،١٦ ) .‬‬
‫‪ ،٢‬ﺹ‪(١٤٨‬‬
‫ﻮﺏ "ﻫﻮ ﻣﺼﻄﻠﺢ ﻳﺸﲑ ﺇﱃ ﲤﻴﺰ ﺍﻟﻔﺮﺩ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﰲ ﻭﺍﺣﺪﺓ‬
‫ﺜﺮ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪،‬‬
‫ﺕ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﳌﺘﻤﻴﺰﺓ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻘﻴﺎﺩﻳﺔ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ"‪ ،٢٠٠٢ ،٦ ).‬ﺹ‪(١٥٤‬‬
‫ﻑ ﳉﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻌﻤﻞ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ‪ ١٩٧٢‬ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ‪" :‬ﺃﻧﻪ ﺻﺎﺣﺐ ﺍﻷﺩﺍﺀ ﺍﳌﺮﺗﻔﻊ ﻭﺍﻹﳒﺎﺯ‬
‫ﰲ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﻣﺜﻞ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﺪﺭﺓ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﳌﺘﺨﺼـﺼﺔ‪ ،‬ﻣﻮﻫﺒـﺔ‬
‫ﺓ‪ ،‬ﺍﻟﻔﻨﻮﻥ ﺍﻟﺒﺼﺮﻳﺔ ﺃﻭ ﺍﻟﺘﻤﺜﻴﻠﻴﺔ"‪ ،١٩٩٢ ،١) .‬ﺹ‪(١٠‬‬
‫ﻭﻳﻌﺪ ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﺛﺮﻭﺓ ﻭﻃﻨﻴﺔ ﻭﻛﱰﺍ ﻟﻠﻤﺠﺘﻤﻊ ﻭﻋﺎﻣﻼ ﻣﻦ ﻋﻮﺍﻣﻞ ‪‬ﻀﺘﻪ ﰲ ﳎـﺎﻻﺕ ﺍﳊﻴـﺎﺓ‬
‫ﺔ ﻭﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﺍﺳﺘﻐﻼﻝ ﻗﺪﺭﺍﺗﻪ ﺍﺳﺘﻐﻼﻻ ﺗﺮﺑﻮﻳﺎ ﺿﺮﻭﺭﺓ ﺣﺘﻤﻴﺔ ﻷﻥ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﰲ ﺣﻘﻴﻘﺘﻬﺎ‬
‫ﻟﺒﺸﺮﻳﺔ ﻭﺫﺧﲑ‪‬ﺎ ﻭﺭﺃﲰﺎﳍﺎ‪ ،١٩٨٥ ،٢٣) .‬ﺹ‪(١٥١‬‬
‫ﻭﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺍﻟﻌﻤﻞ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻠﻰ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﺒﺔ ﰲ ﺍﻷﻓﺮﺍﺩ ﻭﻣﻨﺬ ﺍﻟﺼﻐﺮ ﻭﺃﻥ ﻳﺴﺘﻌﺎﻥ ﺑﺎﳊﺲ‬
‫ﲑﺓ ﺍﻟﻨﺎﺩﺭﺓ ﺍﳌﺘﻌﻤﻘﺔ ﻭﺑﻜﻞ ﺍﳌﻘﺎﻳﻴﺲ ﻭﺍﳌﻌﺎﻳﲑ ﻭﺍﶈﻜﺎﺕ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ‪ ،‬ﰒ ﻳﻌﻤﻞ ﺑﻌﺪ ﺫﻟﻚ‬
‫ﲤﻨﻴﺔ ﺍﳌﻮﺍﻫﺐ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﳍﺎ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻧﻔﺴﻬﺎ‪،١٩٨٥ ،٢٢) .‬ﺹ‪(٤‬‬

‫ﻡ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻔﻨﻴﺔ‪:‬‬
‫ﲢﺘﺎﺝ ﳎﺘﻤﻌﺎﺗﻨﺎ ﺇﱃ ﻓﻨﺎﻧﲔ ﻣﺒﺪﻋﲔ ﻭﺇﱃ ﻓﻨﻮﻥ ﰲ ﳎﺎﻻﺕ ﳐﺘﻠﻔﺔ ﻛﺎﻟﺮﻗﺺ‪ ،‬ﻭﺍﳌﻮﺳﻴﻘﻰ‪ ،‬ﻭﻓﻨﻮﻥ ﺍﳊﻔﺮ‪،‬‬
‫ﻣﺎ‪....‬ﻭﻏﲑﻫﺎ‪ ،‬ﳍﺬﺍ ﳚﺐ ﺍﻟﺘﻌﺮﻑ ﺇﱃ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﲟﻮﺍﻫﺐ ﻓﻨﻴﺔ ﺧﺎﺻﺔ ﰲ ﻫـﺬﻩ ﺍ‪‬ـﺎﻻﺕ‬
‫‪ ،‬ﰒ ﳝﻨﺤﻮﻥ ﺍﻟﻔﺮﺻﺔ ﻟﺪﺭﺍﺳﺔ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ ﻣﻦ ﺍﳋﱪﺍﺕ ﺍﻟﻔﻨﻴﺔ ﻭﻳﺰﻭﺩﻭﻥ ﺃﻳﻀﺎ ﺑﺎﻟﺘﻌﻠﻴﻤـﺎﺕ ﺍﻟﻼﺯﻣـﺔ‪،‬‬
‫ﺎﺳﻴﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻻﺯﺩﻫﺎﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ‪ ،١٩٩٦ ،٢٨) .‬ﺹ‪(١٠٨‬‬
‫ﻭﺗﻌﺘﱪ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻔﻨﻴﺔ ﻗﺪﺭﺓ ﻣﺮﻛﺒﺔ ﻭﻟﻴﺴﺖ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﰲ ﻭﺍﺣـﺪ ﺃﻭ‬
‫ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﻣﺜﻞ ﺍﻟﺮﺳﻢ‪ ،‬ﻭﺍﻟﺰﺧﺮﻓﺔ‪ ،‬ﻭﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻭﺍﻟﺘﺄﻟﻴﻒ‪ ،‬ﻭﺍﳌﻮﺳـﻴﻘﻰ‪ ،‬ﻭﺍﻟﻨﺤـﺖ‪،‬‬
‫ﻫﺎ ﻣﻦ ﺍﻟﻔﻨﻮﻥ ﺍﳌﺘﻄﻮﺭﺓ ﻭﺗﺸﲑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲤﻴﺰ ﺑﻌﺾ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﳎﺎﻝ ﺍﻟﻔﻦ ﲟﺴﺘﻮﻯ ﺫﻛﺎﺀ ﻣﺮﺗﻔـﻊ‬
‫ﻳﻜﻮﻥ ﺑﻌﻀﻬﻢ ﻣﺘﻮﺳﻂ ﺍﻟﺬﻛﺎﺀ‪.‬‬
‫ﻭﻳﻠﻌﺐ ﺍﳋﻴﺎﻝ ﺍﻟﺒﺼﺮﻱ ﻭﺍﻟﺴﻤﻌﻲ ﻭﺍﳊﺴﻲ ﺩﻭﺭﹰﺍ ﻛﺒﲑﹰﺍ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺘﻌﺒﲑ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﺮﺳﻢ‬
‫ﺳﻴﻘﻰ ﻭﺍﻟﺘﻤﺜﻴﻞ ﻷﻧﻪ ﻳﺴﺎﻋﺪ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﲣﻄﻲ ﺣﻮﺍﺟﺰ ﺍﻟﻨﻈﻢ ﺍﻟﺮﻣﺰﻳﺔ ﻛﻲ ﻳﻌﻄـﻲ ﻟﻠﻤـﺸﺎﻫﺪﻳﻦ ﻣﻨـﺎﻇﺮ‬
‫ﻥ ﻓﻴﻬﺎ ﻋﻦ ﺃﻧﻔﺴﻬﻢ‪ ،٢٠٠٤ ،١٦) .‬ﺹ‪(١٦٢‬‬
‫ﻭﻣﻦ ﺍﻷﳘﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ‪ ،‬ﺃﻥ ﻳﻄﻮﺭﻭﺍ ﻣﻦ ﺛﻘﺎﻓﺎ‪‬ﻢ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺪﺭﺍﺳـﻴﺔ‪ ،‬ﻭﺃﻥ‬
‫ﻼ ﰲ ﻣﺸﺎﻫﺪﺓ ﺍﻟﻌﺮﻭﺽ‪ ،‬ﻭﺍﻟﺘﻤﺘﻊ ﺑﺮﺅﻳﺔ ﺍﻹﻧﺘـﺎﺝ ﺍﻟﻔـﲏ‬ ‫ﺍ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺃﻥ ﻳﻘﻀﻮﺍ ﻭﻗﺘﹰﺎ ﻃﻮﻳ ﹰ‬
‫ﻤﺎﻝ ﻭﺍﻟﺘﺤﻒ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻔﻨﻴﺔ ﻟﻜﺒﺎﺭ ﺍﻟﻔﻨﺎﻧﲔ‪ ،‬ﻭﻣﻘﺎﺑﻠﺔ ﻛﺒﺎﺭ ﺍﻟﻔﻨﺎﻧﲔ ﻭﺍﳊﺪﻳﺚ ﻣﻌﻬﻢ ﻭﺗﻠﻘﻲ ﻧـﺼﺎﺋﺤﻬﻢ‬
‫ﻉ ﻛﻠﻤﺎﺕ ﺍﻟﺘﺸﺠﻴﻊ ﻣﻨﻬﻢ‪ ،‬ﻓﺎﻹﺣﺎﻃﺔ ﺑﺎﻟﻔﻦ ﻭﺍﳉﻤﺎﻝ ﺗﻨﻤﻮ ﺃﻓﻀﻞ ﻣﺎ ﺗﻨﻤﻮ ﺇﺫﺍ ﻣﺎ ﺗﻮﺍﻓﺮﺕ ﳍﺎ ﺍﻟﻌﻨﺎﻳـﺔ ﺃﻭ‬
‫ﺔ ﺍﳌﺒﻜﺮﺓ ﺟﺪﺍ‪ ،‬ﻭﺻﻘﻠﺘﻬﺎ ﺍﳋﱪﺍﺕ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻨﺎﺟﺢ ﺑﲔ ﻛﱪﺍﺀ ﺍﳌـﺴﺌﻮﻟﲔ ﻭﺍﻟﻔﻨـﺎﻧﲔ‬
‫ﻋﲔ ﻣﻦ ﺍﳌﺴﺘﺠﻴﺒﲔ ﻓﻨﻴﹰﺎ ﻭﲨﺎﻟﻴﹰﺎ ﳌﺘﻄﻠﺒﺎﺕ ﻫﺬﺍ ﺍﻟﻔﻦ ﺃﻭ ﺫﺍﻙ ﺍﻹﺑﺪﺍﻉ‪،١٩٩٦ ،٢٨) .‬ﺹ‪(١٠٩‬‬
‫ﻭﺍﻹﺑﺪﺍﻉ ﰲ ﺍﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ ﻳﺮﺍﺩﻑ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻣﻔﻬﻮﻡ ﺍﳌﻮﻫﺒﺔ‪ ،‬ﻭﳒﺪ ﺃﻧﻪ ﻗﺪ ﺟﺮﻯ ﺍﻟﻌﺮﻑ ﺑﲔ ﺍﻟﻜﺘﺎﺏ‬
‫ﺧﲔ ﺃﻥ ﺍﻟﻔﺮﺩ ﺍﳌﺒﺪﻉ ﺃﻭ ﺍﳌﻮﻫﻮﺏ ﺷﺨﺺ ﳑﻴﺰ ﻋﻠﻰ ﻏﲑﻩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺍﻟﺸﺨﺺ ﺍﳌﻮﻫﻮﺏ ﻛﻤـﺎ‬
‫ﻟﻜﺜﲑ ﺃﻧﻪ ﻳﺘﻤﻴﺰ ﺑﺴﻤﺎﺕ ﻭﺻﻔﺎﺕ ﲣﺘﻠﻒ ﻋﻦ ﻏﲑﻩ‪ ،٢٠٠٤ ،١٦ ) .‬ﺹ‪(١٦٣‬‬

‫ﺋﺺ ﺍﳌﻮﻫﻮﺑﲔ‪:‬‬
‫ﺪﺩﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﻟﺘﺤﺪﻳﺪ ﺑﻌﺾ ﲰﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺧﺼﺎﺋﺼﻬﻢ‪ ،‬ﻭﳝﻜـﻦ ﺃﻥ ﳓـﺪﺩ ﻫـﺬﻩ‬
‫ﺋﺺ ﰲ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﳋﺼﺎﺋﺺ ﺍﳉﺴﻤﻴﺔ‪ :‬ﺇﻥ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻤﻮ ﺍﳉﺴﻤﻲ ﻭﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻣﺔ ﳍﺬﻩ ﺍﻟﻔﺌﺔ ﻳﻔﻮﻕ ﻣﻦ ﻫـﻢ ﰲ ﺍﳌـﺴﺘﻮﻯ‬
‫ﺎﺩﻱ‪ ،‬ﻭﻫﻢ ﺃﻛﺜﺮ ﺣﻴﻮﻳ ﹰﺔ ﻭﻃﻮﻻﹰ‪ ،‬ﻭﺃﻭﻓﺮ ﺻﺤﺔ ﻣﻦ ﻏﲑﻫﻢ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﻟﻌﺎﺩﻳﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺑﺎﺳـﺘﻄﺎﻋﺘﻬﻢ‬
‫ﺸﻜﻞ ﻋﺎﻡ ﺍﳌﺸﻲ ﻭﺍﻟﺘﻜﻠﻢ ﰲ ﺳﻦ ﺃﺑﻜﺮ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﺃﺛﻘﻞ ﻭﺯﻧﺎ ﻭﺃﻛﺜﺮ ﻗﻮﺓ ﻭﺣﺮﻛﺔ‪.‬‬
‫ﳋﺼﺎﺋﺺ ﺍﻟﻌﻘﻠﻴﺔ‪ :‬ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﻳﻜﻮﻥ ﺃﺳﺮﻉ ﰲ ﳕﻮﻩ ﺍﻟﻌﻘﻠﻲ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﻟﻌﺎﺩﻳﲔ‪ ،‬ﻭﺑﻌﺒﺎﺭﺓ‬
‫ﺧﺮﻯ ﻓﺎﻟﻌﻤﺮ ﺍﻟﻌﻘﻠﻲ ﻟﻠﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﺃﻛﱪ ﻣﻦ ﻋﻤﺮﻩ ﺍﻟﺰﻣﲏ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﻳﺘﻤﻴﺰﻭﻥ ﺑﻘﺪﺭﺓ ﻋﻠـﻰ ﺍﻟﺘـﺬﻛﺮ‬
‫ﻟﺘﻔﻜﲑ ﺍ‪‬ﺮﺩ ﻭﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ‪ ،‬ﻭﻳﺘﻤﻴـﺰﻭﻥ ﺑﻘـﺪﺭﺓ‬
‫ﺴﺎﺑﻴﺔ ﳑﺘﺎﺯﺓ‪ ،‬ﻭﻫﻢ ﻣﺘﻔﻮﻗﻮﻥ ﰲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﻭﺇﻧﺘﺎﺝ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ ﺃﻭ ﺃﺻﻴﻠﺔ‪ ،‬ﻛﻤـﺎ‬
‫ﺪﻫﻢ ﳛﺒﻮﻥ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻳﻨﻔﺮﻭﻥ ﻣﻦ ﺍﳊﻔﻆ ﺍﻟﺼﻢ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﺻﱪ ﻋﻠﻰ ﺍﻷﻋﻤﺎﻝ ﺍﻟـﱵ‬
‫ﺘﺎﺝ ﺇﱃ ﺗﺪﺭﻳﺐ ﺃﻭ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪ ،‬ﻭﻋﻨﺪﻫﻢ ﺯﻳﺎﺩﺓ ﰲ ﺣﺼﻴﻠﺘﻬﻢ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺳﻦ ﻣﺒﻜـﺮﺓ‪ ،‬ﻭﻟـﺪﻳﻬﻢ‬
‫ﺪﺭﺓ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺳﻦ ﻣﺒﻜﺮﺓ‪ ،‬ﻭﻗﺪ ﻭﺟـﺪ ﺛﺮﻭﻧـﺪﻳﻚ ‪ Thorndike ١٩٢٧‬ﺃﻥ ﲢـﺼﻴﻞ‬
‫ﻮﻫﻮﺑﲔ ﻣﺮﺗﻔﻊ ﺩﺍﺧﻞ ﺍﳌﺪﺭﺳﺔ ﻭﺧﺎﺭﺟﻬﺎ‪.‬‬
‫ﳋﺼﺎﺋﺺ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ :‬ﻳﺘﻤﻴﺰ ﺍﳌﻮﻫﻮﺑﻮﻥ ﰲ ﲰﺎ‪‬ﻢ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﲟﻴﻠﻬﻢ ﺍﻟﻘﻮﻱ ﻟـﻀﺒﻂ ﺍﻟـﻨﻔﺲ‬
‫ﻼ ﺇﱃ ﺍﳌﺨﺎﻃﺮﺓ ﻭﻛﺬﻟﻚ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ ﺃﻛـﱪ‬ ‫ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﺃﻗﻞ ﺭﻏﺒﺔ ﰲ ﺍﻟﺴﻴﻄﺮﺓ‪ ،‬ﻭﺃﻛﺜﺮ ﻣﻴ ﹰ‬
‫ﻰ ﺗﻜﻮﻳﻦ ﻋﻼﻗﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﻊ ﻏﲑﻫﻢ ﻭﺍﻟﺘﻮﺍﺅﻡ ﻣﻊ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﱵ ﻳﻌﻴﺸﻮﻥ ﻣﻌﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻧـﻪ ﻟـﺪﻳﻬﻢ‬
‫ﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ ﺍﳉﻤﺎﻋﻴﺔ ﺇﺫﺍ ﱂ ﺗﺼﻞ ﻧﺴﺒﺔ ﺫﻛﺎﺋﻬﻢ ﺇﱃ ‪ ،١٤٠‬ﺃﻣﺎ ﺇﺫﺍ ﺯﺍﺩﺕ ﻓﻮﻕ ‪ ١٤٠‬ﻓﺈ‪‬ﻢ ﻳﻜﻮﻧﻮﻥ‬
‫ﻛﺜﺮ ﺗﻘﺪﻣﺎ ﰲ ﺃﻓﻜﺎﺭﻫﻢ ﻭﻣﻴﻮﳍﻢ ﻋﻦ ﺃﻗﺮﺍ‪‬ﻢ‪ ،‬ﻟﺬﻟﻚ ﻓﻬﻢ ﻳﻌﻤﻠﻮﻥ ﻭﻳﻠﻌﺒﻮﻥ ﲟﻔﺮﺩﻫﻢ ﻏﺎﻟﺒﺎﹰ‪ ،‬ﻭﻋﻤﻮﻣﹰﺎ ﻋﻨﺪﻫﻢ‬
‫ﻮﻝ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﻋﻨﺪ ﺃﻗﺮﺍ‪‬ﻢ ﻭﳝﺎﺭﺳﻮﻥ ﺃﻧﻮﺍﻉ ﻧﺸﺎﻃﻬﻢ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﺃﺣﻴﺎﻧﹰﺎ ﳝﻴﻠﻮﻥ ﺇﱃ ﺗﻔﻀﻴﻞ ﺃﻧﻮﺍﻉ ﺃﻟﻌﺎﺏ‬
‫ﺮﺑﻴﺔ ﳌﻦ ﻫﻢ ﺃﻛﱪ ﻣﻨﻬﻢ ﺑﺴﻨﺘﲔ ﺃﻭ ﺛﻼﺙ‪ ،‬ﻭﻫﻢ ﻳﻔﻀﻠﻮﻥ ﺍﻷﻟﻌﺎﺏ ﺍﻟﱵ ﲣﻀﻊ ﻟﻘﻮﺍﻋﺪ ﻭﻗﻮﺍﻧﲔ ﺍﻷﻟﻌـﺎﺏ‬
‫ﻌﻘﺪﺓ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﻢ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺎﻷﻟﻌﺎﺏ ﺍﳋﻠﻮﻳﺔ ﺑﺼﺤﺒﺔ ﺭﻓﺎﻕ ﺃﻛﱪ ﻣﻨﻬﻢ ﺳﻨﹰﺎ ﻷ‪‬ﻢ ﻳﺘﺴﺎﻭﻭﻥ ﻣﻌﻬﻢ ﰲ ﺍﻟﻌﻤﺮ‬
‫ﻘﻠﻲ‪ ،١٩٩٧ ،٢٥) .‬ﺹ‪(١٦٤‬‬

‫ﺐ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ‪:‬‬

‫ﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻛﺘﺸﺎﻓﻬﻢ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﲢﺪﻳﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﶈﻜﺎﺕ‪ ،‬ﻟﻌﻞ ﻣﻦ ﺃﳘﻬﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻚ ﺍﻟﺬﻛﺎﺀ‪ :‬ﻭﻫﻮ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﻴﺎﺱ ﺍﻟﺬﻛﺎﺀ )ﺳﺘﺎﻧﻔﻮﺭﺩ‪ -‬ﺑﻴﻨﻴﻪ(‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺗﻌﻄﻴﻨﺎ ﺭﻗﻤﹰﺎ‬
‫‪ ،‬ﻭﻣﻦ ﰒ ﻧﻮﺟﺪ ﻧﺴﺒﺔ ﺫﻛﺎﺀ ﺍﻟﻄﻔﻞ‪ ،‬ﻭﻫﻲ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻋﻤﺮﻩ ﺍﻟﻌﻘﻠﻲ ﻭﻋﻤﺮﻩ ﺍﻟﺰﻣﲏ ﻣـﻀﺮﻭﺑﺔ ﰲ ‪،١٠٠‬‬
‫ﺫﺍ ﺯﺍﺩﺕ ﻋﻦ ‪ ١٤٠‬ﺍﻋﺘﱪ ﺍﻟﻄﻔﻞ ﻣﺘﻔﻮﻗﹰﺎ ﺃﻭ ﻣﻮﻫﻮﺑﹰﺎ‪.‬‬
‫ﻚ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ‪ :‬ﺣﺴﺐ ﻫﺬﺍ ﺍﶈﻚ ﻓﺈﻥ ﺍﻟﺘﻔﻮﻕ ﻳﺸﻤﻞ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺘﻤﻴﺰﻭﻥ ﺑﻘﺪﺭﺓ ﻋﻘﻠﻴﺔ ﻋﺎﻣﺔ‬
‫ﺎﺯﺓ ﺳﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﰲ ﲢﺼﻴﻠﻬﻢ ﺍﻷﻛﺎﺩﳝﻲ ﺇﱃ ﻣﺴﺘﻮﻯ ﻣﺮﺗﻔﻊ‪ ،‬ﻭﻳﻌﱪ ﻋﻦ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﰲ ﺿﻮﺀ‬
‫ﺪﺭﺟﺎﺕ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻠﻤﻴﺬ ﰲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻌﻘﺪ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺃﻥ‬
‫ﻃﻔﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ ﻳﺘﻔﻮﻗﻮﻥ ﻋﻠﻰ ﻣﺘﻮﺳﻄﻲ ﺍﻟﺬﻛﺎﺀ ﰲ ﳎﺎﻻﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺮﻳﺎﺿﻲ‪ ،‬ﻭﺳﺮﻋﺘﻬﻢ ﻭﺩﻗﺘـﻬﻢ ﰲ‬
‫ﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ‪ ،‬ﻭﻛﺜﺮﺓ ﻣﻔﺮﺩﺍ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻓﻬﻤﻬﻢ ﺍﳌﺘﻤﻴﺰ ﳌﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﻃﺮﻳﻘـﺔ ﺣﻠـﻬﻢ‬
‫ﻼ ﳍﺎ‪.‬‬
‫ﻤﺴﺎﺋﻞ ﻭﺍﳌﺸﻜﻼﺕ ﻭﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﺑﺘﻜﺎﺭ ﺣ ﹰ‬
‫ﻚ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ‪ :‬ﻭﻳﻌﺘﻤﺪ ﻫﺬﺍ ﺍﶈﻚ ﻋﻠﻰ ﺇﻇﻬﺎﺭ ﺍﳌﺒﺪﻋﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﻴﺰﻭﻥ‬
‫ﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻄﻼﻗﺔ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺍﻷﺻﺎﻟﺔ ﰲ ﺃﻓﻜﺎﺭﻫﻢ‪ ،‬ﲝﻴﺚ ﳛﺎﻭﻝ ﻫﺬﺍ ﺍﶈﻚ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻔﺮﺩ ﺍﳌﻤﻴﺰ‬
‫ﻟﻔﺮﻳﺪ ﻭﻏﲑ ﺍﳌﺄﻟﻮﻑ ﻭﺑﻴﺎﻥ ﻣﺪﻯ ﺗﺒﺎﻳﻦ ﺍﳌﻮﻫﻮﺏ ﻋﻦ ﻏﲑﻩ ﰲ ﻃﺮﻳﻘﺔ ﺗﻔﻜﲑﻩ‪.‬‬
‫ﻚ ﺗﻘﺪﻳﺮ ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ‪ :‬ﻻ ﲣﻠﻮ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ﻣﻦ ﻗﻴﻤﺔ ﰲ ﻋﻤﻠﻴﺔ ﺗﺸﺨﻴﺺ ﻗـﺪﺭﺍﺕ‬
‫ﻔﺎﳍﻢ‪ ،‬ﺣﻴﺚ ﻭﺟﺪ ﺃ‪‬ﻢ ﻳﺒﻨﻮﻥ ﺗﻘﻮﳝﻬﻢ ﳌﺴﺘﻮﻳﺎﺕ ﺫﻛﺎﺀ ﺃﺑﻨﺎﺋﻬﻢ‪ ،‬ﺗﺒﻌﺎ ﻻﺗﺴﺎﻉ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﻭﺳﺮﻋﺔ ﻓﻬﻤﻬﻢ‪،‬‬
‫ﺣﺐ ﺍﺳﺘﻄﻼﻋﻬﻢ‪ ،‬ﻭﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﺍﳌﺘﻤﻴﺰﺓ ﺑﻘﺮﺍﺀﺓ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻘﺮﺭﺍ‪‬ﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫ﻚ ﺗﻘﺪﻳﺮ ﺍﳌﻌﻠﻤﲔ‪ :‬ﻭﺗﺸﻜﻞ ﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﻌﻠﻤﲔ ﻟﻘﺪﺭﺍﺕ ﺗﻼﻣﻴﺬﻫﻢ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻮﺳـﺎﺋﻞ ﺍﻟـﱵ ﳝﻜـﻦ‬
‫ﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺗﺸﺨﻴﺺ ﺍﻷﻃﻔﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ‪ ،‬ﻭﺫﻟﻚ ﲝﻜﻢ ﺍﺗﺼﺎﻝ ﺍﳌﻌﻠﻤﲔ ﺑﺘﻼﻣﻴﺬﻫﻢ ﺍﺗـﺼﺎﻻ‬
‫ﺎﺷﺮﺍ ﺩﺍﺧﻞ ﺍﻟﺼﻔﻮﻑ ﻭﺧﺎﺭﺟﻬﺎ ﰲ ﳐﺘﻠﻒ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺼﻔﻴﺔ ﻭﺍﻟﻼﺻﻔﻴﺔ‪ ،١٩٩٧ ،٢٥) .‬ﺹ‪(١٦٥‬‬

‫ﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ‪:‬‬

‫ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻗﺼﻮﻯ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻫﻮﺏ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻓﺎﳌﺪﺭﺳﺔ ﻭﺣﺪﻫﺎ ﻏﲑ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺭﻋﺎﻳﺘﻪ‬
‫ﻠﻪ‪ ،‬ﳑﺎ ﻳﺆﻛﺪ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻫﻮﺏ ﻓﻨﻴﹰﺎ ﻭﺗﺸﺠﻴﻌﻪ ﻭﺗﺄﻫﻴﻠﻪ ﻭﺻﻘﻞ ﻣﻮﻫﺒﺘﻪ ﻣﻦ ﺧـﻼﻝ ﺍﳌﺮﺍﻛـﺰ‬
‫ﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫ﺪ ﻫﻮﺭﺗﺰ ‪ Hurwitz‬ﺃﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﻓﻨﻴﹰﺎ ﻭﺫﻟﻚ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺎﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ‬
‫ﺎ ﻭﺍﻟﺬﻱ ﻣﻦ ﺍﻟﺴﻬﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ ﻣﻦ ﺧﻼﻝ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ ﻭﺍﳌﻘﺎﻳﻴﺲ‪ ،‬ﻭﺍﳌﻮﻫﻮﺏ ﻓﻨﻴﺎ ﻟﻴﺲ ﻣـﻦ‬
‫ﻭﺭﻱ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﻣﺮﺗﻔﻌﺔ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ‪ ،١٩٩١ ،٣٢) .‬ﺹ‪(١٣٢‬‬
‫ﻟﻮﻧﻔﻴﻠﺪ ‪ Lowenfeld‬ﺃﻥ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻠﻄﺎﻟﺐ ﺍﳌﻮﻫﻮﺏ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﳚـﺐ ﺃﻥ ﺗـﺘﻢ‬
‫ﺍﻟﻔﺼﻞ ﺃﺛﻨﺎﺀ ﳑﺎﺭﺳﺘﻪ ﻟﻸﺩﺍﺀ ﺍﻟﻔﲏ ﻋﻦ ﻃﺮﻳﻖ ﻣﻼﺣﻈﺔ ﺍﳌﻌﻠﻢ ﻟﻠﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﻌﱪ ‪‬ﺎ ﺍﳌﻮﻫﻮﺏ ﻋﻦ ﺃﻓﻜﺎﺭﻩ‪.‬‬
‫ﺮﻭﻧﺔ ﰲ ﺇﻧﺘﺎﺟﻪ ﻟﻸﻓﻜﺎﺭ‪.‬‬
‫ﺳﺎﻟﻴﺐ ﻏﲑ ﺍﳌﺄﻟﻮﻓﺔ ﻋﻨﺪ ﺗﻨﺎﻭﻟﻪ ﻟﻠﺨﺎﻣﺎﺕ ﺃﻭ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻔﻜﺮﺓ‪.‬‬
‫ﺻﺎﻟﺔ ﰲ ﺍﻷﻓﻜﺎﺭ ﺍﻟﱵ ﻳﻄﺮﺣﻬﺎ ﳊﻞ ﻣﺸﻜﻠﺔ ﻣﺎ‪ ،١٩٨٢ ،٣٣) .‬ﺹ‪(٣٤٣‬‬
‫ﻣﻦ ﺍﳌﺘﻔﻖ ﻋﻠﻴﻪ ﺃﻧﻪ ﻳﻮﺟﺪ ﺃﺭﺑﻌﺔ ﻣﺪﺍﺧﻞ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﻭﻫﻲ‪:‬‬
‫ﻻﺧﺘﺒﺎﺭﺍﺕ‪ :‬ﻭﻗﺪ ﻇﻬﺮﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﱵ ﺑﻮﺍﺳﻄﺘﻬﺎ ﻳﺘﻢ ﺍﻛﺘـﺸﺎﻑ ﺍﳌﻮﻫـﻮﺑﲔ‪،‬‬
‫ﻣﻨﻬﺎ‪:‬‬
‫ﻴﺎﺱ ﺛﻮﺭﻧﺪﻳﻚ ﻟﺘﻘـﺪﻳﺮ ﺭﺳـﻮﻣﺎﺕ ﺍﻷﻃﻔـﺎﻝ ‪The Scale For General Merit Of‬‬
‫‪.Children Drawing‬‬
‫ﻴﺎﺱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻔﻨﻮﻥ ‪Test Of Fundamental Abilities Of Visual‬‬
‫‪.a‬‬
‫ﻴﺎﺱ ﻣﺎﻳﺮ ﻭﺳﻴﺸﻮﺭ ﻟﻸﺣﻜﺎﻡ ﺍﻟﻔﻨﻴﺔ ‪.Meire . Seashore Art Judgment Test‬‬
‫ﻴﺎﺱ ﺑﺮﺍﻳﻦ ﻭﺳﻜﻮﺍﻡ ﻟﺘﻘـﺪﻳﺮ ﺍﻟﻄﻔـﻞ ﻟﻠﺨﻄـﻮﻁ ﻭﺍﻷﺷـﻜﺎﻝ ﻭﺍﻷﻟـﻮﺍﻥ ﻭﺍﳋﺎﻣـﺎﺕ ‪Bryan .‬‬
‫‪.Schwamm Tes‬‬
‫ﺪﻳﺮﺍﺕ ﺍﳌﻌﻠﻤﲔ‪ :‬ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﻣﻌﻴﺎﺭ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﻗﺒﻞ ﺍﳌﻌﻠﻤـﲔ‬
‫ﺄﺧﺬ ﺍﳌﻘﺎﺑﻠﺔ ﺻﻮﺭﺓ ﺍﳌﻨﺎﻗﺸﺔ ﺣﻮﻝ ﳕﺎﺫﺝ ﻷﻋﻤﺎﻝ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻔﻨﻴﺔ ﲝﻴﺚ ﻳﻄﻠﺐ ﻣﻨﻪ ﻋﺮﺿﻬﺎ ﻭﺷﺮﺣﻬﺎ‪ ،‬ﻭﰲ‬
‫ﺎﺀ ﺍﶈﺎﺩﺛﺔ ﻳﻼﺣﻆ ﺍﳌﻌﻠﻢ ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻵﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺣﻮﻝ ﺍﻟﻔﻦ‪.‬‬
‫ﺷﻴﺢ ﺍﻟﻮﺍﻟﺪﻳﻦ‪ :‬ﺣﻴﺚ ﺗﻠﻌﺐ ﺍﻷﺳﺮﺓ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺍﻛﺘﺸﺎﻑ ﺃﺑﻨﺎﺋﻬﺎ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺧـﻼﻝ ﺍﳌﻼﺣﻈـﺔ‬
‫ﺪﻗﻴﻘﺔ ﻭﻣﺘﺎﺑﻌﺔ ﻗﺪﺭﺍ‪‬ﻢ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺪﻭﻥ ﺍﻟﻮﺍﻟﺪﺍﻥ ﺗﺮﺷﻴﺤﻬﻤﺎ ﰲ ﺍﺳﺘﻤﺎﺭﺓ ﺗﺄﺧﺬ ﺷﻜﻞ ﺃﺳﺌﻠﺔ ﳚﻴﺐ ﻋﻠﻴﻬﺎ‬
‫ﻮﺍﻟﺪﻳﻦ‪ ،‬ﻭﳒﺪ ﺃﺣﻴﺎﻧﹰﺎ ﺃﻥ ﺗﺮﺷﻴﺢ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻗﺪ ﻳﻜﻮﻥ ﻓﻴﻪ ﻗﺪﺭ ﻣﻦ ﺍﳌﺒﺎﻟﻐﺔ ﻭﻟﻜﻨﻪ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻗﺪ ﻳﻌﻄﻴﻨﺎ‬
‫ﻮﺭﺓ ﺗﻘﺮﻳﺒﻴﺔ ﻋﻦ ﻣﻮﻫﺒﺔ ﺃﺑﻨﺎﺋﻬﻢ‪.‬‬
‫ﺷﻴﺢ ﺍﻟﺰﻣﻼﺀ‪ :‬ﺗﺒﲔ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﳘﻴﺔ ﺗﺮﺷﻴﺢ ﺍﻟﺰﻣﻼﺀ‪ ،‬ﺣﻴﺚ ﻳﻌﺘﱪ ﺗﺮﺷﻴﺢ ﺍﻟﺰﻣﻼﺀ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﱵ‬
‫ﺴﺎﻫﻢ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻭﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ‪ ،‬ﺣﻴﺚ ﺍﻟﺰﻣﻼﺀ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﻣﻼﺣﻈـﺔ ﺳـﻠﻮﻙ‬
‫ﻣﻴﻠﻬﻢ ﰲ ﺍﻟﺼﻒ ﻭﺫﻟﻚ ﻟﻼﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﺑﻴﻨﻬﻢ‪ ،٢٠٠٤ ،١٦) .‬ﺹ‪(٢٠٦‬‬

‫ﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪:‬‬

‫ﺎﻥ ﺍﻫﺘﻤﺎﻡ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻴﻪ ﻛﺒﲑﹰﺍ ﰲ ﳎﺎﻝ ﺍﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪ ،‬ﺣﻴﺚ ﰎ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﻣﺘﻌﺪﺩﺓ ﻟﺮﻋﺎﻳﺘﻬﻢ ﻭﻣﻦ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻈﻢ ﲡﻤﻴﻊ ﺍﳌﻮﻫﻮﺑﲔ‪ :‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﲡﻤﻴﻊ ﺍﳌﺘﻔﻮﻗﲔ ﰲ ﻣﺪﺭﺳﺔ ﻭﺍﺣـﺪﺓ‪ ،‬ﺃﻭ ﰲ ﻓـﺼﻞ‬
‫ﺧﻞ ﻣﺪﺭﺳﺔ ﻭﻣﻦ ﳑﻴﺰﺍﺕ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻗﻠﺔ ﻋﺪﺩ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﺘﺠﺎﻭﺏ ﺑﲔ‬
‫ﻼﻣﻴﺬ ﰲ ﻣﺴﺘﻮﻯ ﻋﻘﻠﻲ ﻣﺘﻘﺎﺭﺏ ﻭﻛﺬﻟﻚ ﺗﻮﺍﻓﺮ ﺍﻷﺧﺼﺎﺋﻴﲔ‪ ،‬ﻭﺗﺘﺴﻢ ﺗﻠﻚ ﺍﻟﻔﺼﻮﻝ ﲝﺮﻳـﺔ ﺍﻟـﺘﻔﻜﲑ‬
‫ﻟﺘﺼﺮﻑ‪ ،‬ﻭﻳﺴﻤﺢ ﻟﻠﻄﻠﺒﺔ ﺑﻮﺿﻊ ﺍﳋﻄﻂ ﻭﻳﺸﺠﻌﻮﻥ ﻋﻠﻰ ﺗﻔﻬﻢ ﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﳌﻨﻄﻘﻴﺔ ﺑﺪ ﹰﻻ ﻣـﻦ‬
‫ﻔﻆ ﺍﻟﺪﺭﻭﺱ ﻋﻦ ﻇﻬﺮ ﻗﻠﺐ‪ ،‬ﻛﻤﺎ ﻳﺴﻤﺢ ﳍﺆﻻﺀ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺎﻟﺴﲑ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺮﻋﺘﻬﻢ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﺗﻔﻮﻕ‬
‫ﺮﻋﺔ ﺑﻘﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺘﺠﻨﺐ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻗﺪ ﺗﻨﺠﻢ ﻋﻦ ﻧﻘﻠﻬﻢ ﺇﱃ ﺳﻨﻮﺍﺕ ﺃﻋﻠﻰ‪ ،‬ﺣﻴـﺚ ﻻ‬
‫ﺎﺳﺐ ﻣﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻣﻊ ﺳﻨﻬﻢ‪ ،‬ﻓﻬﻢ ﰲ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﺪﺭﺳﻮﻥ ﻣﻮﺍﺩ ﺩﺭﺍﺳﻴﺔ ﻻ‬
‫ﻌﺪ ﻛﺜﲑﹰﺍ ﻋﻤﺎ ﻳﺪﺭﺳﻪ ﺑﻘﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﻌﺎﺩﻳﺔ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻳﺪﺭﺳﻮ‪‬ﺎ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﻭﺍﻟﻌﻤﻖ‪.‬‬
‫ﻹﺳﺮﺍﻉ‪ :‬ﻭﻳﻘﺼﺪ ﺑﻪ ﺍﻟﺴﻤﺎﺡ ﻟﻠﺘﻠﻤﻴﺬ ﺑﺄﻥ ﻳﺪﺭﺱ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﺨﺼﺼﺔ ﻟﺼﻒ ﻣﻌﲔ ﰲ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺃﻗﻞ‬
‫ﻦ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﻭﻳﻬﺪﻑ ﺍﻟﺘﺒﻜﲑ ﺇﱃ ﺍﻹﺳﺮﺍﻉ ﺑﺎﻟﻄﻔﻞ ﺍﳌﺘﻔﻮﻕ ﰲ ﺇ‪‬ﺎﺀ ﻓﺘﺮﺓ ﺗﻌﻠﻴﻤﻴﺔ ﰲ ﻭﻗـﺖ ﺃﻗـﻞ‪ ،‬ﻭﻫـﺬﺍ‬
‫ﺳﺮﺍﻉ ﳚﻌﻞ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺘﻔﻮﻕ ﻋﻘﻠﻴﹰﺎ ﻳﻮﺍﺟﻪ ﻗﺪﺭﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻟﺘﺤﺪﻱ‪ ،‬ﻭﻫﺬﺍ ﲟﺜﺎﺑﺔ ﺍﳊﺎﻓﺰ ﻟـﻪ ﳓـﻮ ﺭﻓـﻊ‬
‫ﺴﺘﻮﻯ ﲢﺼﻴﻠﻪ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫ﻹﺛﺮﺍﺀ‪ :‬ﺍﻹﺛﺮﺍﺀ ﻫﻮ ﺯﻳﺎﺩﺓ ﺍﳋﱪﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻴﻮﳍﻢ ﻭﻗـﺪﺭﺍ‪‬ﻢ‬
‫ﺳﺘﻌﺪﺍﺩﺍ‪‬ﻢ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﻋﻠﻰ ﺗﺪﻋﻴﻢ ﺍﳌﻨﻬﺞ‪ ،‬ﺃﻱ ﺗﻘﺪﱘ ﻣﻨﺎﻫﺞ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﺘﻔﻮﻗﲔ ﺇﱃ‬
‫ﺎﻧﺐ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻌﺎﺩﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺍﲡﺎﻫﲔ‪ :‬ﺍﲡﺎﻩ ﳓﻮ ﺍﻟﺘﻌﻤﻖ ﰲ ﺍﳌﺎﺩﺓ ﺃﻱ ﺯﻳﺎﺩﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﳌـﺎﺩﺓ ﺍﳌﺘـﺼﻠﺔ‬
‫ﻮﻫﺮﻳﹰﺎ ﺑﺎﳌﻨﻬﺎﺝ‪ ،‬ﻭﺛﺎﻧﻴﻬﻤﺎ ﺍﻟﺘﻮﺳﻊ ﰲ ﺍﳌﺎﺩﺓ‪ ،‬ﺃﻱ ﺗﻮﺳﻴﻊ ﺩﺍﺋﺮﺓ ﻣﻌﺮﻓﺔ ﺍﻟﺘﻠﻤﻴﺬ ﲟﻮﺍﺩ ﺃﺧﺮﻯ ﳍﺎ ﻋﻼﻗﺔ ﺟﺎﻧﺒﻴﺔ‬
‫ﻮﺿﻮﻋﺎﺕ ﺍﳌﻨﻬﺎﺝ‪ ،١٩٨٤ ،٢٩) .‬ﺹ‪(٧١‬‬
 ‫ﺳﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪:‬‬
‫ﺍﻧﻄﻠﻘﺖ ﺳﻴﺎﺳﺔ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺻﻴﺎﻏﺔ ﻭﺛﻴﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ‬
‫ﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﳌﻤﻠﻜﺔ ﺣﻴﺚ ﺗﻨﺎﻭﻟﺖ ﰲ ﻓﺼﻠﻬﺎ ﺍﻟﺘﺎﺳﻊ ﻣﻦ ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ ﲢﺖ ﻋﻨﻮﺍﻥ ﺭﻋﺎﻳـﺔ ﺍﻟﻨـﺎﺑﻐﲔ‬
‫ﻣﻮﺍﺩ ) ‪ (١٩٤ ، ١٩٣ ، ١٩٢‬ﺣﺪﺩﺕ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻭﻧﺼﺖ ﺗﻠﻚ ﺍﳌﻮﺍﺩ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -١٩‬ﺗﺮﻋﻰ ﺍﻟﺪﻭﻟﺔ ﺍﻟﻨﺎﺑﻐﲔ ﺭﻋﺎﻳﺔ ﺧﺎﺻﺔ ﻟﺘﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ﻭﺗﻮﺟﻴﻬﻬﺎ ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﺃﻣﺎﻣﻬﻢ ﰲ ﳎـﺎﻝ‬
‫ﻮﻏﻬﻢ‪.‬‬
‫‪ -١٩‬ﺗﻀﻊ ﺍﳉﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ ﻭﺳﺎﺋﻞ ﺍﻛﺘﺸﺎﻓﻬﻢ ﻭﺑﺮﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳋﺎﺻﺔ ‪‬ﻢ ﻭﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻘﺪﻳﺮﻳﺔ ﺍﳌﺸﺠﻌﺔ‬
‫ﻢ‪.‬‬
‫‪ -١٩‬ﻴﺄ ﻟﻠﻨﺎﺑﻐﲔ ﻭﺳﺎﺋﻞ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻗﺪﺭﺍ‪‬ﻢ ﻣﻊ ﺗﻌﻬﺪﻫﻢ ﺑﺎﻟﺘﻮﺟﻴﻪ ﺍﻹﺳـﻼﻣﻲ‪،٣).‬‬
‫‪(١٣٩‬‬
‫ﰲ ﻋﺎﻡ ‪١٤٢١‬ﻫـ ﺻﺪﺭﺕ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ) ‪ ٢٠‬ﻣـﺎﺩﺓ ( ﻭﺗـﻀﻤﻨﺖ‬
‫ﻮﺩ ﺑﺎﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻫﻢ ﺍﻟﺬﻳﻦ ﻳﻮﺟﺪ ﻟﺪﻳﻬﻢ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﻗﺪﺭﺍﺕ ﻓﻮﻕ ﺍﻟﻌﺎﺩﻳﺔ ﺃﻭ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻋـﻦ‬
‫ﻗﺮﺍ‪‬ﻢ ﰲ ﳎﺎﻝ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﻳﻘﺪﺭﻫﺎ ﺍ‪‬ﺘﻤﻊ ﻭﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺭﻋﺎﻳﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﻻ ﺗﺘﻮﻓﺮ ﰲ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﺎﺩﻳﺔ ‪ ،١٤٢٣ ،٣٠ ).‬ﺹ‪. ( ١٢٤‬‬

‫ﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ‪:‬‬

‫ﺷﻬﺪﺕ ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﺗﻄﻮﺭﹰﺍ ﻣﻠﺤﻮﻇﺎﹰ‪ ،‬ﺑﺪﺀﹰﺍ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻋﺎﻡ ‪١٤١٠‬ﻫـ ﰒ‬
‫ﺍﻟﻜﺸﻒ ﻋﺎﻡ ‪١٤١٧‬ﻫـ‪ ،‬ﻭﺗ‪‬ﻮﺝ ﺫﻟﻚ ﺍﻟﺘﻄﻮﺭ ﺑﺘﺄﺳﻴﺲ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟـﻪ ﻟﺮﻋﺎﻳـﺔ‬
‫ﺑﲔ ‪١٤٢٠‬ﻫـ‪ ،‬ﰒ ﺇﻧﺸﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪١٤٢١‬ﻫـ‪(١٤٢٥ ،٢٧ ) .‬‬
‫ﺪﺭﺍﺳﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ‪:‬‬
‫ﻋﻤﺖ ﻣﺪﻳﻨﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺮﺋﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ‬
‫ﻉ ﲝﺜﻲ ﺑﻌﻨﻮﺍﻥ ) ﺑﺮﻧﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ( ﻭﺫﻟﻚ ﰲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ﻋـﺎﻡ ‪١٤١٠‬ﻫــ‬
‫‪١٤١٦‬ﻫـ‪ ،‬ﻭﲤﺨﺾ ﻋﻨﻪ ﺗﻘﻨﲔ ﻣﻘﺎﻳﻴﺲ ﰲ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻹﺑﺪﺍﻉ ﻭﻣﻮﺍﺋﻤﺘﻬﺎ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﰒ ﺇﻋﺪﺍﺩ‬
‫ﲔ ﺇﺛﺮﺍﺋﻴﲔ ﲡﺮﻳﺒﻴﲔ ﰲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﻭﺑﺬﻟﻚ ﺃﺻﺒﺢ ﻣﺸﺮﻭﻉ ﺍﻟﺒﺤﺚ ﺟﺎﻫﺰﹰﺍ ﻟﻠﺘﻄﺒﻴﻖ ﻭﺍﻟﺘﻨﻔﻴﺬ ‪.‬‬
‫ﻭﰲ ﻫﺬﻩ ﺍﻷﺛﻨﺎﺀ ﺃﻧﺸﺊ ﻣﺮﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﲟﺤﺎﻓﻈﺔ ﺍﻟﻄﺎﺋﻒ ﻟﻴﻘﻮﻡ ﲟﻬﺎﻡ ﺗﺮﺑﻮﻳﺔ ﻣﺘﺨﺼـﺼﺔ ﰲ ﻫـﺬﺍ‬
‫ﺐ ﻭ ﻳﺮﺗﺒﻂ ﺇﺩﺍﺭﻳﹰﺎ ﺑﺴﻌﺎﺩﺓ ﻣﺪﻳﺮ ﻋﺎﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﶈﺎﻓﻈﺔ ‪.‬‬
‫ﻧﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪:‬‬
‫ﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺴﺎﺑﻖ ﻋﻘﺪ ﺍﺟﺘﻤﺎﻉ ﰲ ﺷﻮﺍﻝ ‪١٤١٧‬ﻫـ‪ ،‬ﺗﺮﺃﺳـﻪ ﻣﻌـﺎﱄ ﻭﺯﻳـﺮ‬
‫ﻑ ﻭﻋﻀﻮﻳﺔ ﻛﻞ ﻣﻦ ﻭﻛﻴﻞ ﺍﻟﻮﺯﺍﺭﺓ‪ ،‬ﻭﻧﺎﺋﺐ ﺭﺋﻴﺲ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻭﻓﺮﻳـﻖ‬
‫ﺚ ﺍﳌﺬﻛﻮﺭ ﻭﻛﺎﻥ ﻣﻦ ﺗﻮﺻﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻉ ﺗﺄﺳﻴﺲ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ‪ ،‬ﻭﰎ ﺗﻜﻠﻴﻒ‬
‫ﻋﻤﻞ ﻣﺘﻜﺎﻣﻞ ﻟﺘﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﺑﻘﺮﺍﺭ ﻭﺯﺍﺭﻱ ﰲ ﲨﺎﺩﻯ ﺍﻷﻭﻝ ‪١٤١٨‬ﻫـ‪ ،٢،١٤٢٦) .‬ﺹ ‪(٢١٥‬‬
‫ﺸﺎﺀ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪:‬‬
‫ﻧﺸﺌﺖ ﰲ ﺷﻬﺮ ﲨﺎﺩﻯ ﺍﻷﻭﻝ ‪١٤٢٠‬ﻫـ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻫـﻲ‬
‫ﺴﺔ ﻭﻃﻨﻴﺔ ﺣﻀﺎﺭﻳﻪ ﲢﻈﻰ ﺑﺮﺋﺎﺳﺔ ﺧﺎﺩﻡ ﺍﳊﺮﻣﲔ ﺍﻟﺸﺮﻳﻔﲔ ﻭﻳﻮﻟﻴﻬﺎ ـ ﺣﻔﻈﻪ ﺍﷲ ـ ﺍﻻﻫﺘﻤـﺎﻡ ﺍﻟﻜـﺒﲑ‬
‫ﺷﺮ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ‪ ،‬ﻭﻫﺪﻓﻬﺎ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﰲ ﺇﻃﺎﺭ ﻣﺎ ﺗﺪﻋﻮ ﺇﻟﻴﻪ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﻜﺔ‪( www.mawhiba.org.sa) .‬‬
‫ﺸﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪:‬‬
‫ﰲ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﺭﺑﻴﻊ ﺍﻷﻭﻝ ‪١٤٢١‬ﻫـ ﺃﻧﺸﺌﺖ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻟﺘﻘﻮﻡ ﲟﻬـﺎﻡ ﺍﻛﺘـﺸﺎﻑ‬
‫ﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﻭﺫﻟﻚ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻫﺬﺍ ﺍﳉﺎﻧﺐ‪ ،‬ﻭﰲ ﺫﻭ ﺍﳊﺠﺔ ‪١٤٢٢‬ﻫـ ﺿﻢ‬
‫ﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﺮﺋﺎﺳﺔ ﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ﺇﱃ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﲝﻴﺚ ﺗﻘﻮﻡ ﺑﺎﳌﻬﺎﻡ ﺍﳌﻮﻛﻠـﺔ‬
‫ﻘﻄﺎﻋﻲ ﺍﻟﺒﻨﲔ ﻭﺍﻟﺒﻨﺎﺕ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍﺀ‪.‬‬
‫ﻫﺬﺍ ﻭﻗﺪ ﺗﻮﺳﻌﺖ ﺍﻹﺩﺍﺭﺓ ﺗﺪﺭﳚﻴﹰﺎ ﻟﺘﻘﻮﻡ ﲟﻬﺎﻣﻬﺎ ﰲ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻓﺄﻧﺸﺌﺖ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻔﺮﻋﻴـﺔ‬
‫ﺑﺄﺩﻭﺍﺭ ﻣﺘﺨﺼﺼﺔ ﻭﻫﻲ ‪:‬‬
‫ﺣﺪﺓ ﺍﻟﻜﺸﻒ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬
‫ﺭﺓ ﺍﻟﺮﻋﺎﻳﺔ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ‪.‬‬
‫ﺭﺓ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬
‫ﻛﻤﺎ ﺃﻧﺸﺌﺖ ﻣﺮﺍﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﳐﺘﻠﻒ ﺍﳌﻨﺎﻃﻖ ﻭﺍﶈﺎﻓﻈﺎﺕ ﻟﺘﻜﻮﻥ ﻣﺮﺍ ﻛﺰﹰﺍ ﻟﺘﻨﻔﻴﺬ ﻭﻣﺘﺎﺑﻌﺔ ﺑﺮﺍﻣﺞ‬
‫ﺑﲔ ﻭﺫﻟﻚ ﻭﻓﻖ ﺭﺅﻳﺔ ﻭﺍﺿﺤﺔ ﺗﻘﻮﻡ ﻋﻠﻰ " ﺃﻥ ﻣﺮﻛﺰ ﺍﳌﻮﻫﻮﺑﲔ ﻣﺆﺳﺴﺔ ﺗﺮﺑﻮﻳﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﻌـﲎ ﺑﺘﻘـﺪﱘ‬
‫ﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺧﻼﻝ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﻘﺪﻡ ﰲ ﺍﳌﺮﻛﺰ ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣـﻊ‬
‫ﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻫﻠﻴﺔ "‪ ،‬ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ ﺑﻌﺪﺩ ﻣﻦ ﺍﳌﻬﺎﻡ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﻌﻴﻨﺔ ﺣـﺪﺩﻫﺎ‬
‫ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻋﺎﻡ ‪١٤٢٦‬ﻫـ ﺑﻌﻨﻮﺍﻥ ﺩﻟﻴﻞ ﻣﺮﺍﻛﺰ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ‬
‫ﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻭﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻫﻲ ‪:‬‬
‫ﺰﻳﺰ ﺍﻻﻧﺘﻤﺎﺀ ﺍﻟﺪﻳﲏ ﻭﺍﻟﻮﻃﲏ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻮﺟﻴﻪ ﻗﺪﺭﺍ‪‬ﻢ ﻟﺬﻟﻚ ‪.‬‬
‫ﺪﺍﺩ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻺﺳﻬﺎﻡ ﰲ ﺍﻟﺘﻘﺪﻡ ﺍﳊﻀﺎﺭﻱ ﻟﻠﻮﻃﻦ ‪.‬‬
‫ﳚﺎﺩ ﺑﻴﺌﺔ ﺗﺮﺑﻮﻳﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻹﺑﺮﺍﺯ ﻗﺪﺭﺍ‪‬ﻢ ﻭﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ‪.‬‬
 ‫ﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻓﻖ ﻣﻴﻮﻝ ﻭﺍﲡﺎﻫﺎﺕ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬
‫ﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﰲ ﺷﺨﺼﻴﺔ ﺍﻟﻄﺎﻟﺐ ‪.‬‬
‫ﻫﺬﺍ ﻭﺗﻘﺪﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺘﺨﺼﺼﺔ ﺍﻟﱵ ‪‬ﺪﻑ ﻟﺘﻘـﺪﱘ ﺍﻟﺮﻋﺎﻳـﺔ‬
‫ﻣﻠﺔ ﻟﻠﻄﺎﻟﺐ ﺍﳌﻮﻫﻮﺏ ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻻ ﺍﳊﺼﺮ ) ﺑﺮﻧﺎﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﲟـﺪﺍﺭﺱ‬
‫ﻢ ﺍﻟﻌﺎﻡ (‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻌﺘﱪ ﺃﺣﺪ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ‪(٥ ،٢٦) .‬‬

‫‪ /‬ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪:‬‬

‫ﻡ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﺗﺘﻌﺪﺩ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﳌﺼﻄﻠﺢ ﺍﻹﻋﻼﻥ ﻭﺫﻟﻚ ﻭﻓﻘﺎ ﻟﻠﻐﺮﺽ ﻣﻦ ﺍﻹﻋﻼﻥ ﺃﻭ ﺍﳉﻬﺔ ﺍﻟﱵ ﺗﻌـﺮﻑ‬
‫ﻥ ﻭﺍﳌﺪﺧﻞ ﺍﻟﺬﻱ ﺗﺘﺨﺬﻩ ﻟﺘﻌﺮﻳﻔﻪ‪ ،‬ﻭﻟﻜﻦ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﻮﻝ ﺃﻥ ﺍﻹﻋﻼﻥ ﻟﻐﻮﻳﺎ ﻫﻮ ﻣﺼﺪﺭ ﺃﻋﻠﻦ‪ ،‬ﻭﺃﻋﻠـﻦ‬
‫ﺃﻱ ﺃﻇﻬﺮﻩ‪(١٩٩١ ،٤) .‬‬
‫ﻭﻳﻌﺮﻓﻪ ﻗﺎﻣﻮﺱ ﳎﻤﻊ ﺍﻟﺘﺮﺍﺙ ﺍﻷﻣﺮﻳﻜﻲ ﺑـ " ﺑﻴﺎﻥ ﺃﻭ ﺇﺷﻌﺎﺭ ﺃﻭ ﺑﻼﻍ ﻳﺄﰐ ﺑـﺼﻮﺭ ﻣﻠـﺼﻘﺎﺕ ﺃﻭ‬
‫ﺽ ﰲ ﺍﻟﺼﺤﻒ ﺃﻭ ﰲ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺪﻓﻮﻋﺔ ﺍﻷﺟﺮ‪ ،‬ﺗﺼﻤﻢ ﳉﺬﺏ ﺍﻧﺘﺒﺎﻩ ﻓﺌﺔ ﳏﺪﺩﺓ ﻣﻦ ﺍﻟﻨﺎﺱ ﺃﻭ‬
‫ﻌﺎﻣﺔ"‪(١٩٩٣ ،٣٤) .‬‬
‫ﻭﻫﻮ ﺃﻳﻀﺎ‪ " :‬ﺍﻷﺳﻠﻮﺏ ﺍﻟﻔﲏ ﺍﳉﺬﺍﺏ ﰲ ﺗﻘﺪﱘ ﺍﻟﺴﻠﻌﺔ ﺃﻭ ﺍﳋﺪﻣﺔ ﻟﻠﻤﺴﺘﻬﻠﻚ ﻭﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻳﺸﻮﻗﻪ‬
‫ﻮﻝ ﻋﻠﻴﻬﺎ ﻭﻣﻦ ﰒ ﺷﺮﺍﺋﻬﺎ"‪ ،١٩٨٣ ،١١ ) .‬ﺹ‪(١٩‬‬
‫ﻓﻬﻮ ﻋﻤﻠﻴﺔ ﺍﺗﺼﺎﻟﻴﺔ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻂ ﺍﺗﺼﺎﻟﻴﺔ ﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻛﺎﻟﺼﺤﺎﻓﺔ ﻭﺍﻟﻨﺸﺮﺍﺕ ﻭﺍﳌﻠـﺼﻘﺎﺕ‬
‫ﻳﻮ ﻭﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻭﺍﻟﺴﻴﻨﻤﺎ ﻭﺷﺮﺍﺋﻂ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲤﻨﻊ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﻭﲢﻮﻝ ﺩﻭﻥ‬
‫ﻬﺔ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻭﺑﺎﻟﺘﺎﱄ ﻳﻨﺘﻔﻲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺸﺨﺼﻲ ﺍﳌﺒﺎﺷﺮ ﺍﻟﻔﻮﺭﻱ ﺃﻭ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨـﺼﻲ ﺍﳌﺒﺎﺷـﺮ ﰲ‬
‫ﻥ‪.‬‬

‫ﻖ ﺍﻹﻋﻼﱐ‪:‬‬
‫ﻳﻌﺮﻑ ﺍﳌﻠﺼﻖ ﻟﻐﻮﻳﺎ ﻣﻦ ﻟﺼﻖ ﻟﺼﻘﺎ‪ ،‬ﺍﻟﺸﻲﺀ ﺑﺎﻟﺸﻲﺀ‪ :‬ﻟﺰﻕ ﺑﻪ‪ ،‬ﻭﻫﻮ ﺃﻳﻀﺎ "ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺼﻤﻴﻢ ﻣﻄﺒﻮﻉ‬
‫ﻓﺮﺍﺥ ﻣﻦ ﺍﻟﻮﺭﻕ ﻳﻠﺼﻖ ﻋﻠﻰ ﻟﻮﺣﺎﺕ ﻣﻌﺪﻧﻴﺔ ﺃﻭ ﺧﺸﺒﻴﺔ ﺃﻭ ﻋﻠﻰ ﺍﳉﺪﺭﺍﻥ‪ ،‬ﻭﻳﻘﺼﺪ ﻣﻨﻪ ﺗﻮﺻﻴﻞ ﻣﻌﻠﻮﻣﺔ ﺃﻭ‬
‫ﺃﻭ ﺧﱪﹰﺍ ﻟﺘﻘﻮﱘ ﺳﻠﻮﻙ ﺍﳌﺘﻠﻘﻲ‪ ،‬ﻭﺍﳌﻠﺼﻖ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻄﻮﺭ ﺗﺸﻜﻴﻠﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻲ ﻣﺴﺎﻳﺮ‬
‫ﺍﺟﺘﻤﺎﻋﻲ ﻭﺍﺳﻊ ﺍﳌﺪﻯ ﻣﻦ ﺧﻼﻝ ﺗﺴﺠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﺣﺪﺍﺙ"‪ ،١٩٩٧ ،١٣) .‬ﺹ‪(١٠‬‬
‫ﻭﻳﻌﺘﱪ ﺍﳌﻠﺼﻖ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻹﻋﻼﻥ ﻟﻪ ﻭﻇﻴﻔﺔ ﻭﻭﺳﻴﻠﺔ ﻫﺎﻣﺔ ﻣﻦ ﻭﺳﺎﺋﻠﻪ‪ ،‬ﻭﺫﻟﻚ ﳌﺎ ﻳﺘﺼﻒ ﺑﻪ ﻣﻦ‬
‫ﻴﺔ ﺍﻟﺘﻜﺮﺍﺭ ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﺴﺘﻤﺮ ﻣﻊ ﺍﳌﺘﻠﻘﻲ‪ ،‬ﻭﺍﳌﻠﺼﻖ ﻳﺼﻤﻢ ﻣﻦ ﺃﺟﻞ ﺃﻥ ﻳﻔﻬﻤﻪ ﺍﻟﻨﺎﺱ ﻣﻦ ﻧﻈﺮﺓ ﺳـﺮﻳﻌﺔ‬
‫ﳚﻤﻊ ﻣﺆﺛﺮﺍﺕ ﺑﺼﺮﻳﺔ ﻣﺮﻛﺰﺓ ﻭﳐﺘﺼﺮﺓ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺫﺍﺕ ﺗﺄﺛﲑ ﻣﺒﺎﺷﺮ ﻭﺫﺍﺕ ﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺟـﺬﺏ ﺍﻟﻨﻈـﺮ‬
‫ﺒﺎﻩ‪ ،‬ﻭﺗﻠﻌﺐ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺨﺘﺎﺭﺓ ﰲ ﺗﺼﻤﻴﻤﻪ ﺩﻭﺭﹰﺍ ﺑﺎﺭﺯﹰﺍ ﰲ ﺟﺬﺏ ﺍﻧﺘﺒـﺎﻩ ﺍﳌﺘﻠﻘـﻲ ﺇﱃ ﺍﳌﻌـﺎﱐ‬
‫ﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺘﻌﺒﲑﻳﺔ ﺍﻟﱵ ﻳﻨﻄﻮﻱ ﻋﻠﻴﻬﺎ ﺍﳌﻠﺼﻖ‪ ،‬ﲝﻴﺚ ﳛﻘﻖ ﰲ ﺍﳌﺸﺎﻫﺪ ﺃﺛﺎﺭﹰﺍ ﺇﳚﺎﺑﻴﺔ ﻭﻓﻌﺎﻟﺔ‪ ،‬ﻓﺎﳌﻠﺼﻖ ﻫـﻮ‬
‫ﺛﻘﺎﰲ ﺭﺍﻕٍ ﻭﻗﻮﺓ ﺗﺮﺑﻮﻳﺔ ﻭﺗﻌﻠﻴﻤﻴﺔ ﻫﺎﺩﻓﺔ ﻳﺮﺍﺩ ﺑﻪ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻣﻨﺘﺞ ﻣﻌﲔ ﺃﻭ ﺗﻮﻋﻴﺔ ﺍﳉﻤﺎﻫﲑ‪ ،‬ﻭﳚﺐ‬
‫ﺮﻙ ﺍﳊﺲ ﺍﳉﻤﺎﱄ ﻟﻠﻤﺸﺎﻫﺪ‪ ،‬ﻭﺑﻨﺎﺀﹰﺍ ﻋﻠﻰ ﺫﻟﻚ ﻓﻬﻮ ﻳﺴﺎﻫﻢ ﰲ ﺍﻟﻮﻋﻲ ﺍﻟﺜﻘﺎﰲ ﺍﻟﻔﲏ ﻭﻳﺆﺛﺮ ﰲ ﺍﻟﻮﻋﻲ ﺍﻟﻌﺎﻡ‪،‬‬
‫ﻥ ﺑﺬﻟﻚ ﺃﻳﻀﺎ ﻋﻨﺼﺮﺍ ﻣﺆﺛﺮﺍ ﻭﻣﺸﻜﻼ ﻟﻠﺒﻴﺌﺔ‪ ،٢٠٠٤ ،١٩).‬ﺹ‪(٢٥‬‬
‫ﻓﺎﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﻫﻮ ﺍ‪‬ﺎﻝ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻓﻴﻪ ﺍﻹﻋﻼﻥ ﻭﺳﻴﻠﺔ ﻟﻠﺘﻌﺒﲑ ﺍﻟﻔﲏ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻩ ﻣﻦ ﺍ‪‬ﺎﻻﺕ‪،‬‬
‫ﳜﻠﻮ ﺗﺼﻤﻴﻤﻪ ﻣﻦ ﻗﻴﻢ ﻓﻨﻴﺔ ﻭﲨﺎﻟﻴﻪ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻗﻴﻤﺘﻪ ﰲ ﺗﻮﺻﻴﻞ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻋﻼﻧﻴﺔ ﻛﻮﻇﻴﻔﺔ ﺃﺳﺎﺳﻴﺔ ﻟﻪ‪.‬‬

‫ﻪ ﺍﻟﺘﺎﺭﳜﻴﺔ‪:‬‬
‫ﻟﻘﺪ ﺑﺪﺃ ﻓﻦ ﺍﻹﻋﻼﻥ ﰲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻘﺪﳝﺔ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺎﺕ ﺍﻷﻭﱃ ﻟﻺﻧﺴﺎﻥ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺠﺮﻱ ﻭﺍﻷﺟﻴـﺎﻝ‬
‫ﻠﺘﻪ‪ ،‬ﻭﳝﻜﻦ ﺇﺭﺟﺎﻉ ﺃﺻﻮﻝ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﺇﱃ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ ﺍﻟﱵ ﻇﻬﺮﺕ ﻣﻨﺬ ﺣﻮﺍﱄ ﺛﻼﺛﺔ ﺁﻻﻑ‬
‫ﺒﻞ ﺍﳌﻴﻼﺩ‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺴﺎﺣﺎﺕ ﺣﺠﺮﻳﺔ ﻭﺟﺪﺕ ﰲ ﺍﳌﻌﺎﺑﺪ ﺍﻟﱵ ﺷﻴﺪﻫﺎ ﻗﺪﻣﺎﺀ ﺍﳌﺼﺮﻳﲔ ﻭﺍﻟﺒﺎﺑﻠﻴﲔ‪،‬‬
‫ﺮ ﺭﺷﻴﺪ" ﺍﻟﺬﻱ ﻧﻘﺸﻪ ﻗﺪﻣﺎﺀ ﺍﳌﺼﺮﻳﲔ ﻭﻳﺮﺟﻊ ﺗﺎﺭﳜﻪ ﺇﱃ ﻋﺎﻡ ‪ ١٩٦‬ﻗﺒﻞ ﺍﳌﻴﻼﺩ‪ ،‬ﻧﻘﺸﺖ ﻋﻠﻴﻪ ﺭﺳﺎﻟﺔ ﻣﻦ‬
‫ﺇﱃ ﺍﻟﺸﻌﺐ ﺑﺜﻼﺙ ﻟﻐﺎﺕ ﻭﻫﻲ ﺍﳍﲑﻭﻏﻠﻴﻔﻴﺔ ﻭﺍﻟﻴﻮﻧﺎﻧﻴﺔ ﻭﺍﻟﺪﳝﻮﻃﻴﻘﻴﺔ‪ ،٢٠٠٣ ،١٥).‬ﺹ‪(٢٦‬‬
‫ﻭﻟﻘﺪ ﻋﺮﻓﺖ ﻣﻬﻨﺔ ﺭﺳﺎﻡ ﺍﳌﻠﺼﻘﺎﺕ ﻷﻭﻝ ﻣﺮﺓ ﰲ ﺍﻟﺘﺎﺭﻳﺦ ﻟﺪﻯ ﺍﻟﺮﻭﻣﺎﻥ ﻭﺍﻹﻏﺮﻳﻖ‪ ،‬ﺣﻴﺚ ﺗﻨﻮﻋـﺖ‬
‫ﻬﺎ ﻓﻘﺪ ﺗﻜﻮﻥ ﺳﻴﺎﺳﻴﺔ ﺃﻭ ﻷﺣﺪﺍﺙ ﻭﻃﻨﻴﺔ ﺃﻭ ﺭﻳﺎﺿﻴﺔ ﺃﻭ ﺗﺮﻓﻴﻬﻴﺔ‪ ،‬ﻭﻳﻌﻮﺩ ﺗﺎﺭﻳﺦ ﺃﻭﻝ ﺇﻧﺘـﺎﺝ ﻟﻠﻤﻠـﺼﻖ‬
‫ﻉ ﺇﱃ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﻭﱃ ﻻﺧﺘﺮﺍﻉ ﺍﻟﻄﺒﺎﻋﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﳋﺎﻣﺲ ﻋﺸﺮ‪ ،‬ﻭﻛﺎﻧﺖ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻓﻘﻂ ﰒ‬
‫ﺕ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﻭﺍﻟﻨﻘﻮﺵ ﻟﻠﺰﻳﻨﺔ‪ ،‬ﻭﺃﻭﻝ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻟﱵ ﺗﻀﻢ ﺻﻮﺭﹰﺍ ﻭﺭﺳﻮﻣﹰﺎ ﻛﺎﻧﺖ ﰲ ﻓﺮﻧﺴﺎ ﺧﻼﻝ‬
‫ﺍﻟﺜﺎﻣﻦ ﻋﺸﺮ‪.‬‬
‫ﻭﻗﺪ ﺳﺎﻋﺪ ﻋﻠﻰ ﺃﺧﺬ ﺍﻹﻋﻼﻥ ﺃﳘﻴﺘﻪ ﺣﺪﻭﺙ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺫﻟﻚ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻵﻻﺕ ﺍﻟـﺼﻨﺎﻋﻴﺔ‬
‫ﺝ ﺍﻻﻵﻑ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ ﻭﺍﻟﺴﻠﻊ ﰲ ﻭﻗﺖ ﺳﺮﻳﻊ ﻭﺃﻗﻞ ﺗﻜﻠﻔﺔ ﳑﺎ ﺃﺩﻯ ﻟﻈﻬﻮﺭ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻌﺮﻳﻒ ﺍﻟﻨـﺎﺱ‬
‫ﻊ ﻭﺣﺜﻬﻢ ﻋﻠﻰ ﺍﻟﺸﺮﺍﺀ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺑﺬﻟﻚ ﺑﺪﺃﺕ ﺍﳌﻠﺼﻘﺎﺕ ﺗﺄﺧﺬ ﲰﺎﺕ ﺣﺪﻳﺜـﺔ ﻣـﻦ‬
‫ﺍﻟﺸﻜﻞ ﻭﺍﳌﻀﻤﻮﻥ ﻭﻇﻬﺮﺕ ﺍﻷﺷﻜﺎﻝ ﻭﺍﻟﺮﺳﻮﻡ ﻭﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﳌﻠﻮﻧﺔ ﻭﺍﻟﺒﺴﻴﻄﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ‪،‬‬
‫ﺕ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺗﻈﻬﺮ ﺑﺸﻜﻞ ﺃﻋﻤﺎﻝ ﻓﻨﻴﺔ ﺗﻌﺮﺽ ﻋﻠﻰ ﺍﳉﻤﺎﻫﲑ ﰲ ﺍﻟﺸﻮﺍﺭﻉ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺟﺬﺏ‬
‫ﺭ ﻭﲤﺘﻊ ﺍﻟﻌﲔ ﻭﺍﳌﺴﺎﳘﺔ ﰲ ﲡﻤﻴﻞ ﺍﻟﺸﻮﺍﺭﻉ‪ ،٢٠٠٤ ،١٩) .‬ﺹ‪(٨٤‬‬

‫ﺻﺮ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪:‬‬

‫ﻳﻌﺘﻤﺪ ﺍﻟﺘﺼﻤﻴﻢ ﺍﳉﻴﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﺗﻔﺎﻋﻞ ﺑﲔ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ‪ ،‬ﻭﺇﺣﺪﺍﺙ ﺗﻨﺎﺳﻖ ﺑﻴﻨﻬﺎ ﳑﺎ ﻳﻌﻄﻲ‬
‫ﺴﺎﺱ ﺑﺎﻟﺘﻜﺎﻣﻞ ﰲ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻭﲟﺎ ﺃﻥ ﺍﳌﻠﺼﻖ ﻳﻬﺪﻑ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺟﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺸﺎﻫﺪ‪ ،‬ﳒﺪ ﺃﻥ ﺍﳌﺸﺎﻫﺪ‬
‫ﻣﻦ ﺍﳌﺼﻤﻢ ﺃﻥ ﻳﻬﻴﺊ ﻟﻪ ﺗﻨﺴﻴﻖ ﲨﻴﻊ ﺍﻟﻮﺣﺪﺍﺕ ﺩﺍﺧﻞ ﺍﳌﻠﺼﻖ ﺑﻄﺮﻳﻘﺔ ﲤﻨﻊ ﺍﻟﺘﻨﺎﻓﺲ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﳑﺎ ﻳﻌﻄﻲ‬
‫ﺇﲨﺎﻟﻴﹰﺎ ﳛﻘﻖ ﻫﺪﻑ ﺍﳌﻠﺼﻖ‪.‬‬
‫ﻜﻮﻥ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﻣﻦ ﻋﺪﺓ ﻋﻨﺎﺻﺮ ﻟﻜﻞ ﻣﻨﻬﺎ ﻭﻇﻴﻔﺔ ﻣﻌﻴﻨﺔ ﻳﺆﺩﻳﻬﺎ ﰲ ﺷﻜﻞ ﻣﺘﻨﺎﺳﻖ ﻣﻊ ﺑﻘﻴﺔ ﺍﻟﻌﻨﺎﺻﺮ‬

‫ﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ )ﺍﻟﻠﻐﻮﻳﺔ(‪:‬‬

‫ﺘﻤﺜﻞ ﰲ ﺍﻟﻌﻨﻮﺍﻥ ﺃﻭ ﺍﻟﻨﺼﻮﺹ ﺍﻹﻋﻼﻧﻴﺔ‪ ،‬ﻭﺗﺘﺤﺪﺩ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠﻌﻨﻮﺍﻥ ﰲ ﺟﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﳌـﺸﺎﻫﺪ‬
‫ﺍﻫﺘﻤﺎﻣﻪ ﺑﺎﳌﻠﺼﻖ ﻭﲢﻔﻴﺰﻩ ﻟﺘﻜﻤﻠﺔ ﺑﻘﻴﺔ ﺍﳌﻠﺼﻖ‪ ،‬ﻭﺗﺮﻛﻴﺰ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺸﺎﻫﺪ ﻋﻠﻰ ﺃﻫﻢ ﺍﻷﻓﻜﺎﺭ ﺍﻟـﻮﺍﺭﺩﺓ ﰲ‬
‫ﻖ ﺣﻴﺚ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﳏﺪﺩﹰﺍ ﻭﻣﺜﲑﹰﺍ ﳑﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﻓﻜﺮﺓ ﺳﺮﻳﻌﺔ ﻋﻦ ﳏﺘﻮﻳﺎﺗﻪ‪ ،‬ﻋـﻦ ﻃﺮﻳـﻖ‬
‫ﺪﺍﻡ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﻠﻔﺘﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﻄﻮﻁ ﺍﳌﻨﺎﺳﺒﺔ ﰲ ﺍﳊﺠﻢ ﻭﺍﻟﻠﻮﻥ‪ ،‬ﻛﻤﺎ ﳚـﺐ ﺃﻥ ﻳﻜـﻮﻥ‬
‫ﺮﹰﺍ ﻭﻣﺮﻛﺰﹰﺍ ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﻗﻞ ﻋﺪﺩ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳍﺎﺩﻓﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻮﺿﻮﻉ‪.‬‬
‫ﻌﻨﺎﺻﺮ ﺍﻟﺸﻜﻠﻴﺔ )ﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ(‪:‬‬
‫ﻤﺜﻞ ﺑﺎﻟﺼﻮﺭ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺎﻟﺸﻲﺀ ﺍﳌﻌﻠﻦ ﻋﻨﻪ ﺃﻭ ﺑﺎﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻺﻋﻼﻥ‪ ،‬ﻭﻫﻲ ﻋﻨﺼﺮ ﻓﻌﺎﻝ ﰲ‬
‫ﻖ ﺍﻹﻋﻼﱐ ﲝﻴﺚ ﺗﻌﻄﻲ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﻭﺗﺴﺘﺨﺪﻡ ﺑﻐﺮﺽ ﺇﺑﺮﺍﺯ ﺍﻟﻔﻜﺮﺓ‪ ،‬ﻭﻫﻲ ﲡﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﳌـﺸﺎﻫﺪ ﻭﺗـﺜﲑ‬
‫ﻣﻪ‪ ،‬ﻭﺗﻌﱪ ﻋﻦ ﺍﻟﻔﻜﺮﺓ ﺍﳌﺮﺍﺩ ﻋﺮﺿﻬﺎ ﺑﺴﺮﻋﺔ ﻭﺳﻬﻮﻟﺔ‪ ،‬ﻛﻤﺎ ﺗﻀﻔﻲ ﺩﺭﺟﺔ ﻣﻦ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻟﻠﻤﻠﺼﻖ ﺍﻹﻋﻼﱐ‪،‬‬
‫ﻦ ﺇﺿﺎﻓﺔ ﺍﻟﺼﻮﺭ ﺇﱃ ﺍﳌﻠﺼﻖ ﻋﻦ ﻃﺮﻳﻖ ﺭﲰﻬﺎ ﺃﻭ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﺼﻮﺭ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴﺔ‪.‬‬

‫ﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪:‬‬
‫ﺍﻟﻐﺮﺽ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺍﳌﻠﺼﻖ ﻫﻮ ﺣﺚ ﺍﳌﺘﻠﻘﻲ ﻋﻠﻰ ﺍﲣﺎﺫ ﺇﺟﺮﺍﺀ ﻣﺎ ﻛﺎﻟﺬﻫﺎﺏ ﺇﱃ ﻣﺴﺮﺡ ﺃﻭ ﻣﻌﺮﺽ‬
‫ﺎﺫ ﻣﻮﻗﻒ ﺳﻴﺎﺳﻲ ﺃﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺃﻭ ﺷﺮﺍﺀ ﺳﻠﻌﺔ ﻣﺎ‪ ،‬ﻓﻠﻠﻤﻠﺼﻖ ﻋﺪﺓ ﻭﻇﺎﺋﻒ‪ ،‬ﻣﻨﻬﺎ ﻭﻇﻴﻔـﺔ ﻭﺩﻭﺭ ﺛﻘـﺎﰲ‬
‫ﻳﻌﻄﻲ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ ﲟﺴﺘﺤﺪﺛﺎﺕ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻛﻤﺎ ﳝﺪ ﺍﻟﻨﺎﺱ ﲟﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ ﺗﺆﺛﺮ ﻋﻠﻰ ﺃﻓﻜﺎﺭﻫﻢ ﻭﺗﺰﻳﺪ‬
‫ﺎﻓﺘﻬﻢ ﻭﺗﻮﺳﻊ ﻣﻦ ﺇﺩﺭﺍﻛﻬﻢ ﳌﺨﺘﻠﻒ ﺍﻟﺘﻐﲑﺍﺕ‪ ،‬ﺃﻭ ﻭﻇﻴﻔﺔ ﻭﺩﻭﺭ ﺳﻴﺎﺳﻲ ﲝﻴﺚ ﻳﺴﺎﻫﻢ ﰲ ﻧﻘﻞ ﻭﺟﻬﺎﺕ‬
‫ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭﺇﺛﺎﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺣﻮﻝ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﺮﻭﻳﺞ ﺍﳌﺒﺎﺩﺉ ﺍﻟـﺴﻴﺎﺳﻴﺔ ﺃﻭ‬
‫ﺎ‪ ،‬ﻛﻤﺎ ﺃﻥ ﳍﺎ ﻭﻇﻴﻔﺔ ﻭﺩﻭﺭ ﲨﺎﱄ‪ ،‬ﻓﺎﳌﻠﺼﻖ ﳛﺘﻮﻱ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﻓﻨﻴﺔ ﻭﲨﺎﻟﻴﺔ ﻭﻋﻨﺎﺻﺮ ﺗﺸﻜﻴﻠﻴﺔ ﻭﻳﻘﺪﻡ‬
‫ﻛﻌﻤﻞ ﻓﲏ ﻓﻴﻜﻮﻥ ﺗﺄﺛﲑﻩ ﺍﳉﻤﺎﱄ ﻋﻠﻴﻬﻢ ﻛﺘﺄﺛﲑ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﲝﻴﺚ ﻳﺴﺎﻫﻢ ﰲ ﻧﺸﺮ ﺍﻟﺬﻭﻕ ﻭﺍﻟـﻮﻋﻲ‬
‫ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﻷﺩﻭﺍﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻳﺴﺎﻫﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﰲ ﺗﻘﺪﳝﻬﺎ ﻟﻠﻨﺎﺱ‪،٢٠٠٣ ،١٥).‬‬
‫‪(٥‬‬

‫ﻉ ﺍﳌﻠﺼﻘﺎﺕ‪:‬‬
‫ﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﳌﻠﺼﻘﺎﺕ ﻭﺇﻥ ﺍﺧﺘﻠﻔﺖ ﰲ ﺃﺳﺎﻟﻴﺒﻬﺎ ﻭﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻧـﺬﻛﺮ ﺑﻌـﺾ ﺃﻧـﻮﺍﻉ‬
‫ﻘﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻨﺎﺣﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻓﻘﺎ ﻟﻠﻬﺪﻑ ﻣﻨﻬﺎ ﻭﻫﻲ‪:‬‬

‫ﻠﺼﻖ ﺍﻟﺘﺴﻮﻳﻘﻲ ﺃﻭ ﺍﻟﺘﺠﺎﺭﻱ‪:‬‬

‫ﻮ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻖ ﺑﺎﻹﻋﻼﻥ ﻋﻦ ﺍﻟﺴﻠﻊ ﻭﺍﳌﻨﺘﺠﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﱂ ﻳﺴﺒﻖ ﳍﺎ ﻭﺟﻮﺩ ﰲ ﺍﻟﺴﻮﻕ ﻣﻦ ﻗﺒـﻞ ﺃﻭ‬
‫ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻌﺮﻭﻓﺔ ‪‬ﺪﻑ ﺍﻟﺘﺬﻛﲑ ‪‬ﺎ ﻭﺗﺮﻭﳚﻬﺎ‪ ،‬ﻛﻤﺎ ﰲ ﺷﻜﻞ)‪(٢-١‬‬

‫ﺷﻜﻞ )‪(٢‬‬ ‫ﺷﻜﻞ )‪(١‬‬

‫ﻠﺼﻖ ﺍﻹﻋﻼﻣﻲ‪:‬‬
‫ﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺣﻘﺎﺋﻖ ﻭﺃﺧﺒﺎﺭ ﺣﻮﻝ ﺍﻷﻣﻮﺭ ﺍﳍﺎﻣﺔ ‪‬ﺪﻑ ﺗﻜﻮﻳﻦ ﺃﻓﻜﺎﺭ ﺻﺤﻴﺤﺔ ﺣﻮﳍﺎ‪ ،‬ﺃﻭ ﺗﻌﺪﻳﻞ ﺃﻓﻜﺎﺭ‬
‫ﺧﺎﻃﺌﺔ‪.‬‬
 ‫ﻠﺼﻖ ﺍﻹﺭﺷﺎﺩﻱ‪:‬‬
‫ﺗﺒﻂ ﺑﺘﻮﺟﻴﻪ ﺍﻟﻨﺎﺱ ﳓﻮ ﺳﻠﻮﻙ ﻣﻌﲔ ﺃﻭ ﻓﻌﻞ ﻣﺎ ﻛﺎﻻﻟﺘﺰﺍﻡ ﺑﺈﺷﺎﺭﺍﺕ ﺍﳌﺮﻭﺭ‪ ،‬ﺃﻭ ﺍﻟﻘﻴﺎﻡ ﲟﻬـﺎﻡ ﳏـﺪﺩﺓ‪ ،‬ﺃﻭ‬
‫ﺗﻌﻠﻴﻤﺎﺕ ﻣﻌﻴﻨﺔ ﺗﺮﺗﺒﻂ ﲟﻘﺎﻭﻣﺔ ﺍﻷﻣﺮﺍﺽ ﻭﺍﻵﻓﺎﺕ ﺍﻟﺰﺭﺍﻋﻴﺔ‪ ،‬ﻭﻫﻮ ﻳﻨﺘﺸﺮ ﺩﺍﺧـﻞ ﺍﳌـﺼﺎﻧﻊ ﻭﺍﳌـﺪﺍﺭﺱ‬
‫ﺩﻱ‪ ،‬ﻛﻤﺎ ﰲ ﺷﻜﻞ )‪.(٤-٣‬‬

‫ﺷﻜﻞ )‪(٤‬‬ ‫ﺷﻜﻞ )‪(٣‬‬

‫ﻠﺼﻖ ﺍﻟﺴﻴﺎﺣﻲ‪:‬‬
‫ﻤﻴﺰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﺑﺄﻧﻪ ﺃﻛﺜﺮ ﺟﻮﺩﺓ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻹﺧﺮﺍﺝ‪ ،‬ﺇﻧﻪ ﻳﻘﺎﺑﻞ ﺍﻟﻐﺮﺑﺎﺀ ﻭﻳﺪﻋﻮﻫﻢ ﻟﻴﻜﻮﻧﻮﺍ ﺿﻴﻮﻓﺎ‬
‫ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﻟﺒﻖ ﺍﳊﺪﻳﺚ ﺣﻠﻮ ﺍﳌﻈﻬﺮ‪ ،‬ﺇﻥ ﻣﻴﺪﺍﻧﻪ ﻏﺎﻟﺒﺎ ﺧﺎﺭﺝ ﺍﳊﺪﻭﺩ ﺣﻴﺚ ﻳﻘﺪﻡ ﻣﻌـﺎﱂ ﺍﻟﺒﻠـﺪﺍﻥ‬
‫ﻫﺎ‪ ،‬ﻭﻳﺴﺎﻫﻢ ﰲ ﺟﺬﺏ ﺍﻟﺴﻴﺎﺡ ﺇﻟﻴﻬﺎ‪ ،‬ﻛﻤﺎ ﰲ ﺷﻜﻞ )‪ ،٢٠٠٦ ،٢٠) .(٦-٥‬ﺹ‪(٤٧‬‬

‫ﺷﻜﻞ )‪(٦‬‬ ‫ﺷﻜﻞ )‪(٥‬‬

 ‫ﻁ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪:‬‬
‫ﳕﻂ ﺍﻟﺘﺼﻤﻴﻢ ﻫﻮ ﺍﻟﺸﻜﻞ ﺃﻭ ﺍﻟﻘﺎﻟﺐ ﺍﻟﺬﻱ ﺗﻌﺮﺽ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻋﻼﻧﻴﺔ ﻣﻦ ﺧﻼﻟﻪ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻷﳕـﺎﻁ‬
‫ﺎﻟﻴﺐ ﺍﻹﺧﺮﺍﺟﻴﺔ ﻟﻠﻤﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻷﺳﻠﻮﺏ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻹﻋﻼﻧﻴﺔ ﺑﺼﻔﺔ ﺃﺳﺎﺳﻴﺔ‪ :‬ﺣﻴﺚ ﻳﻌﺘﻤﺪ ﺑﺼﻮﺭﺓ ﺃﺳﺎﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫ﺗﻮﺻﻴﻞ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻋﻼﻧﻴﺔ ﻭﻻ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻨﺺ ﺍﻹﻋﻼﱐ ﺇﻻ ﰲ ﺣﺪﻭﺩ ﺿﻴﻘﺔ ﺟﺪﺍ‪ ،‬ﲝﻴﺚ ﲢﺘﻞ ﺍﻟـﺼﻮﺭﺓ‬
‫ﻜﺎﻧﺎ ﺑﺎﺭﺯﺍ ﰲ ﺍﳌﺴﺎﺣﺔ ﺍﻹﻋﻼﻧﻴﺔ ﺍﳌﺨﺼﺼﺔ‪.‬‬
‫ﻷﺳﻠﻮﺏ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻨﺺ ﺍﻹﻋﻼﱐ ﺑﺼﻔﺔ ﺃﺳﺎﺳﻴﺔ‪ :‬ﻭﻫﻮ ﺍﻟﺬﻱ ﻳﺴﻴﻄﺮ ﺍﻟﻨﺺ ﺍﻹﻋﻼﱐ ﻓﻴﻪ ﻋﻠـﻰ‬
‫ﻴﺔ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬
‫ﺳﻠﻮﺏ ﺍﻟﺬﻱ ﳚﻤﻊ ﺑﲔ ﺍﻟﺼﻮﺭﺓ ﺍﻹﻋﻼﻧﻴﺔ ﻭﺍﻟﻨﺺ ﺍﻹﻋﻼﱐ‪ :‬ﲝﻴﺚ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﻨﺺ ﻣﻌـﺎ‬
‫ﺑﺮﺍﺯ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻋﻼﻧﻴﺔ ﺍﳌﺮﺍﺩ ﺗﻮﺻﻴﻠﻬﺎ‪.‬‬

‫ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪:‬‬

‫ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ ﻫﻮ ﺍﻟﺮﺳﻢ ﺍﳍﻨﺪﺳﻲ ﻟﻺﻋﻼﻥ ﺍﻟﺬﻱ ﻳﻀﻊ ﻓﻴﻪ ﺍﻟﻔﻨﺎﻥ ﺻﻮﺭﺓ ﻛﺎﻣﻠـﺔ ﻋـﻦ‬
‫ﺍﻹﻋﻼﻥ ﻗﺒﻞ ﺍﻟﺒﺪﺀ ﰲ ﺗﻨﻔﻴﺬﻩ‪ ،‬ﻭﻫﻮ ﺍﻟﺸﻜﻞ ﺍﳌﺮﺋﻲ ﺍﻟﺬﻱ ﻳﻮﺿﺢ ﻣﻜﺎﻥ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻹﻋـﻼﻥ‬
‫ﻘﺔ ﺗﻨﺴﻴﻖ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻹﺧﺮﺍﺝ ﻧﻮﻉ ﻣﻦ ﺍﻟﺒﻨﺎﺀ ﺍﳍﻨﺪﺳﻲ ﻟﻺﻋﻼﻥ‬
‫ﺮﺓ ﺭﺋﻴﺴﻴﺔ ﻣﺮﺗﺒﻄﺔ ‪‬ﺪﻑ ﺍﻹﻋﻼﻥ ﻧﻔﺴﻪ‪ ،‬ﻭﳛﺪﺩ ﻃﺮﻳﻘﺔ ﻣﺸﺎﻫﺪﺓ ﺍﻹﻋﻼﻥ ﺍﻟﱵ ﻳﺴﺘﻬﺪﻓﻬﺎ ﺍﳌﻌﻠﻦ ﺑﺎﻟﻨـﺴﺒﺔ‬
‫ﺍﻟﺬﻳﻦ ﳛﺘﻤﻞ ﻣﺸﺎﻫﺪ‪‬ﻢ ﻟﻺﻋﻼﻥ‪ ،٢٠٠٦ ،٢٠) .‬ﺹ‪(٢٩‬‬

‫ﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪:‬‬

‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺘﺼﻞ ﻋﻦ ﻗﺮﺏ ﺑﺘﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪ ،‬ﺗﻠﻚ ﺍﻟﻌﻮﺍﻣﻞ ﺗﺆﺛﺮ ﻋﻠﻰ‬
‫ﻭﺻﻮﻝ ﺍﻟﺮﺳﺎﻟﺔ ﻟﻠﻤﺘﻠﻘﻲ‪ ،‬ﻭﳚﺐ ﺃﻥ ﻳﺘﺼﻒ ﺍﻟﺘﺼﻤﻴﻢ ﺑﺎﻟﺘﻤﻴﺰ ﲝﻴﺚ ﳛﻘﻖ ﺃﻫﺪﺍﻓﻪ ﺑﺪﺀﹰﺍ ﻣﻦ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﻭﲢﻘﻴﻘﺎ ﳌﺼﺪﺍﻗﻴﺔ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻋﻼﻧﻴﺔ ﺣﱴ ﻳﺄﰐ ﺍﳍﺪﻑ ﻣﻦ ﺍﻹﻋﻼﻥ ﻭﻫﻮ ﺇﻗﺒﺎﻝ ﺍﳌﺘﻠﻘﻲ ﻋﻠﻰ ﻣـﺎ‬
‫ﻌﻠﻦ ﻋﻨﻪ ﺑﺸﻜﻞ ﺇﳚﺎﰊ‪.‬‬
‫ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪:‬‬
‫ﻘﻄﺔ‪:‬‬
‫ﻲ ﺃﺑﺴﻂ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺪﺧﻞ ﰲ ﺃﻱ ﺗﻜﻮﻳﻦ‪ ،‬ﻭﻫﻲ ﺃﻳﻨﻤﺎ ﻛﺎﻧﺖ ﻻ ﺗﻌﱪ ﺇﻻ ﻋﻦ ﳎـﺮﺩ ﲢﺪﻳـﺪ‬
‫‪ ،‬ﻭﺭﻏﻢ ﺫﻟﻚ ﻓﻬﻲ ﺗﺜﲑ ﰲ ﺍﻟﺮﺍﺋﻲ ﺇﺣﺴﺎﺳﹰﺎ ﲟﻴﻠﻬﺎ ﺇﱃ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﻫﺬﺍ ﺃﻣﺮ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺜﲑ ﻧﺸﺎﻃﹰﺎ ﺣﺮﻛﻴﹰﺎ‬
‫ﺼﺮ ﻋﻠﻰ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﺣﺪﺩﺗﻪ ﺍﻟﻨﻘﻄﺔ ﺑﻞ ﳝﺘﺪ ﺇﱃ ﻣﺎ ﳚﺎﻭﺭﻩ ﻣﻦ ﻓﺮﺍﻍ‪ ،١٩٩٥ ،٥).‬ﺹ‪(١١٢‬‬
‫ﺔ ﺍﻟﻨﻘﻄﺔ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ ﺍﳌﺼﻤﻢ ﺃﻭ ﺍﻟﻔﻨﺎﻥ ﺑﻮﺿﻊ ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ ﺍﻟﻮﺭﻕ ﻓﺈ‪‬ﺎ ﺗﻌﻜﺲ ﺑﺪﻭﺭﻫﺎ ﺭﺅﻳﺔ ﺑﺼﺮﻳﺔ ﻭﺗﺆﻛـﺪ‬
‫ﻫﻨﺪﺳﻴﹰﺎ ﺃﻭ ﺭﻳﺎﺿﻴﹰﺎ ﰲ ﻋﻼﻗﺘﻬﺎ ﻣﻊ ﺑﻌﻀﻬﺎ ﺃﻭ ﻣﻊ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻓﺎﻟﻨﻘﺎﻁ ﺍ‪‬ﺘﻤﻌﺔ ﺃﻭ ﺍﳌﺘﻨﺎﺛﺮﺓ ﺗﺜﲑ ﺃﺣﺎﺳـﻴﺲ‬
‫ﺔ ﲝﻜﻢ ﻃﺎﻗﺘﻬﺎ ﺍﻟﻜﺎﻣﻨﺔ‪ ،‬ﻭﺗﻘﻮﻯ ﻫﺬﻩ ﺍﻷﺣﺎﺳﻴﺲ ﻋﻨﺪ ﺍﺧﺘﻼﻑ ﺣﺠﻢ ﺍﻟﻨﻘﻂ ﻋﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻓﻌﻨﺪ‬
‫ﻧﻘﻄﺘﲔ ﻳﻈﻬﺮ ﺍﲡﺎﻩ ﻣﻌﲔ ﻧﺘﺎﺝ ﺍﳋﻂ ﺍﻟﻮﳘﻲ ﺍﻟﻮﺍﻗﻊ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻤﺎ ﻛﻤﺎ ﻳﻌﺪ ﺫﻟﻚ ﲢﺪﻳﺪ ﻟﻠﺒﻌـﺪ ﺍﻟﻮﺍﻗـﻊ‬
‫‪ ،‬ﻭﺣﻴﻨﻤﺎ ﺗﺼﻄﻒ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺗﺴﺘﻄﻴﻊ ﲢﺪﻳﺪ ﺍﲡﺎﻫﺎﺕ ﺣﺮﻛﻴﺔ ﳐﺘﻠﻔﺔ ﺣﺴﺐ ﺍﲡﺎﻩ ﺗﺮﺍﺻﻬﺎ ﺑﻴﻨﻤﺎ‬
‫ﺟﺘﻤﻌﺖ ﻣﺘﻜﺎﺛﺮﺓ ﺃﻭ ﻣﺘﻨﺎﺛﺮﺓ ﻓﺈ‪‬ﺎ ﺗﻌﻄﻲ ﺇﻳﻬﺎﻣﹰﺎ ﺑﺘﻨﻮﻳﻌﺎﺕ ﺿﻮﺋﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻄﺢ ﺍﻟﺸﻜﻠﻲ ﻟﻺﻋﻼﻥ ﻭﻛﺬﻟﻚ‬
‫ﻡ ﺑﺎﻟﻌﻤﻖ ﺗﺒﻌﹰﺎ ﻟﻜﺜﺎﻓﺘﻬﺎ‪ ،‬ﻭﺍﻟﻨﻘﻄﺔ ﺗﻘﺒﻞ ﺍﻟﺘﻮﻇﻴﻒ ﻟﻜﻲ ﺗﻨﺸﺄ ﺗﺼﻤﻴﻤﹰﺎ ﺇﻋﻼﻧﻴﹰﺎ ﻧﺎﺟﺤﹰﺎ ﻟﻪ ﺻـﻔﺎﺗﻪ ﺍﳌﻤﻴـﺰﺓ‬
‫ﻭﺷﻜﻠﻴﹰﺎ ﻭﻣﺎﺩﻳﺎﹰ‪ ،‬ﻭﻟﻌﻞ ﻣﺎ ﻳﺴﻬﻢ ﰲ ﲢﻘﻴﻖ ﺫﻟﻚ‪:‬‬
‫ﺧﺘﻼﻑ ﻣﺴﺎﺣﺔ ﺍﻟﻨﻘﻄﺔ ﰲ ﺍﻟﺘﺼﻤﻴﻢ‪.‬‬
‫ﺧﺘﻼﻑ ﻭﺿﻌﻬﺎ ﺃﻭ ﻛﻴﻔﻴﺘﻬﺎ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺧﺘﻼﻑ ﺗﻮﺯﻳﻊ ﺍﻟﻨﻘﺎﻁ ﲟﺎ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﺸﻜﻞ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻺﻋﻼﻥ‪ ،٢٠٠٦ ،٢٠).‬ﺹ‪(٦٣‬‬
‫ﳋﻂ‪:‬‬
‫ﺮﻑ ﺍﳋﻂ ﻫﻨﺪﺳﻴﹰﺎ ﻋﻠﻰ ﺃﻧﻪ ﺗﺘﺎﺑﻊ ﻣﺴﺘﻤﺮ ﻟﻨﻘﻄﺔ ﺗﺘﺤﺮﻙ ﺗﺒﻌﹰﺎ ‪‬ﺎﻝ ﳏﺪﺩ‪ ،‬ﻭﺍﳋﻂ ﻟﻴﺲ ﻟﻪ ﻋﺮﺽ ﻭﻻ ﲰﻚ‬
‫ﻤﻖ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻧﻪ ﻟﻪ ﻣﻜﺎﻥ ﻭﺍﲡﺎﻩ ﻭﻫﻮ ﳛﺪﺩ ﺣﺎﻓﺔ ﺍﻟﺴﻄﺢ ﻛﻤﺎ ﳛﺪﺩ ﻣﻜﺎﻥ ﺗﻼﻗﻲ ﻣـﺴﺘﻮﻳﲔ‬
‫ﻄﺤﲔ ﺃﻭ ﻣﻜﺎﻥ ﺗﻘﺎﻃﻌﻬﻤﺎ‪ ،١٩٩٩ ،٧).‬ﺹ‪(١٤٤‬‬
‫ﺔ ﺍﳋﻂ ﰲ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﻈﻴﻢ ﻭﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬
‫ﺟﻴﻪ ﻋﲔ ﺍﳌﺘﻠﻘﻲ ﳌﺴﺎﺭ ﳏﺪﺩ‪.‬‬
‫ﺪﻳﺪ ﻫﻴﺌﺎﺕ ﺍﻷﺷﻜﺎﻝ‪.‬‬
‫ﺸﻜﻞ‪ -‬ﺍﻟﺼﻮﺭﺓ ‪ -‬ﺍﻟﺮﻣﺰ‪:‬‬
‫ﻮ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﻫﻮ ﻛﻴﺎﻥ ﺃﻭﱄ ﻣﺴﻄﺢ ﺫﻭ ﺑﻌـﺪﻳﻦ‪،‬‬
‫ﻂ ﺍﻟﺘﺮﻛﻴﺐ ﻣﺜﻞ ﺍﳌﺮﺑﻊ ﻭﺍﳌﺴﺘﻄﻴﻞ ﻭﺍﻟﺪﺍﺋﺮﺓ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﺍﻷﺷﻜﺎﻝ ﰲ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﺷﻜﺎﻝ ﺍﳍﻨﺪﺳﻴﺔ‪ :‬ﺍﳌﺜﻠﺜﺎﺕ‪ -‬ﺍﳌﺮﺑﻌﺎﺕ‪ -‬ﺍﻟﺪﻭﺍﺋﺮ‪-‬ﺍﳌﺴﺘﻄﻴﻼﺕ‪ ،‬ﻭﺗﺘﺼﻒ ﲨﻴﻌﻬﺎ ﺑﺄ‪‬ﺎ ﻣﻨﺘﻈﻤﺔ ﻭﺫﺍﺕ ﺑﻨﺎﺀ‬
‫ﲔ‪.‬‬
‫ﺷﻜﺎﻝ ﺍﻟﻌﻀﻮﻳﺔ‪ -‬ﺍﻟﻄﺒﻴﻌﻴﺔ‪ :‬ﲤﺘﺎﺯ ﺑﺎﻧﺴﻴﺎﺑﻴﺘﻬﺎ ﻭﻋﺪﻡ ﺍﻧﺘﻈﺎﻣﻬﺎ ﻛﺄﺷﻜﺎﻝ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﺍﻹﻧﺴﺎﻥ‪.‬‬
‫ﺷﻜﺎﻝ ﺍﻟﺘﺠﺮﻳﺪﻳﺔ‪ -‬ﺍﻟﺮﻣﺰﻳﺔ‪ :‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﺷﻜﺎﻝ ﻣﺒﺴﻄﺔ ﻭﳎﺮﺩﺓ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﺍﳍﻨﺪﺳﻴﺔ‪.‬‬
‫ﻠﻤﺲ‪:‬‬
‫ﻮ ﺗﻌﺒﲑ ﻳﺪﻝ ﻋﻠﻰ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﻄﺤﻴﺔ ﻟﻠﻤﻮﺍﺩ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﳉﻬـﺎﺯ ﺍﻟﺒـﺼﺮﻱ‬
‫ﻘﻖ ﻣﻨﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻠﻤﺲ‪.‬‬
‫ﺍﳌﻼﻣﺲ ﰲ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﺗﺘﺤﻘﻖ ﺃﻧﻮﺍﻉ ﺍﳌﻼﻣﺲ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﲏ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﻔﺔ ﻣﻦ‪ :‬ﻧﻘﻄﺔ‪ -‬ﻟﻮﻥ‪ -‬ﺧﻂ ﺑﺸﻜﻞ ﳎﺴﻢ‪.‬‬
‫ﻔﺮﺍﻍ‪:‬‬
‫ﺪ ﻋﻨﺼﺮﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﺪﺧﻞ ﰲ ﺑﻨﺎﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﺍﻟﻔﺮﺍﻍ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﳌـﺴﻄﺤﺔ‬
‫ﻧﻴﺔ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﺻﻄﻼﺡ "ﺍﻷﺭﺿﻴﺔ"‪.‬‬
‫ﺋﺺ ﺍﻟﱵ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ ﰲ ﻃﺮﻕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺍﻍ ﰲ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﺟﻮﺩ ﺍﻟﻔﺮﺍﻍ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ ﻳﺆﺩﻱ ﺇﱃ ﺗﺮﺍﺑﻄﻬﺎ‪.‬‬
‫ﻄﺎﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺧﺎﺻﻴﺔ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﻴﺔ ﻹﺑﺮﺍﺯ ﺍﻟﺸﻜﻞ ﻭﺍﳉﻤﻞ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺮﺍﺯ ﺃﺣﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺑﺈﺣﺎﻃﺘﻪ ﺑﻘﺪﺭ ﻣﻨﺎﺳﺐ ﻣﻦ ﺍﻟﻔﺮﺍﻍ‪.‬‬
‫ﻈﻞ ﻭﺍﻟﻨﻮﺭ‪:‬‬
‫ﺗﺒﻂ ﺫﻟﻚ ﺑﻜﻤﻴﺔ ﺍﻟﻀﻮﺀ ﺍﳌﻨﻌﻜﺲ ﻣﻦ ﻋﻠﻰ ﺳﻄﺢ ﺃﻱ ﺟﺴﻢ ﻭﺑﺘﻐﻴﲑ ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺍﻟﺴﺎﻗﻂ ﻋﻠﻰ ﺍﻷﺟﺴﺎﻡ‬
‫ﺩﺓ ﺃﻭ ﺑﺎﻟﻨﻘﺼﺎﻥ‪.‬‬
‫ﺺ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﰲ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﳛﺎﺀ ﺑﺎﻟﺒﻌﺪ ﺍﻟﺜﺎﻟﺚ ﻟﻸﺟﺴﺎﻡ ﲝﻴﺚ ﺗﺒﺪﻭ ﳎﺴﻤﺔ ﻣﻦ ﺧﻼﻝ ﺇﻳﻘﺎﻉ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪.‬‬
‫ﺪﺭﺓ ﻋﻠﻰ ﲤﻴﻴﺰ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﻹﻋﻼﻥ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻨﺎﻗﺾ ﰲ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﺑﻴﻨﻪ ﻭﺑﲔ ﺑﺎﻗﻲ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺧﺮﻯ ﺍﳌﺴﺘﺨﺪﻣﺔ‪.‬‬
‫ﻮﻥ‪:‬‬
‫ﻮﻥ ﻫﻮ ﺟﻮﻫﺮ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻔﻨﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﺍﻹﻋﻼﻥ ﺑﺸﻜﻞ ﺧﺎﺹ‪ ،‬ﻓﻴﺠﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ﻷﺛﺮﻩ ﺍﻟﻨﻔـﺴﻲ‬
‫ﻼ ﻫﺎﻣـﹰﺎ ﻭﺿـﺮﻭﺭﻳﹰﺎ ﰲ‬‫ﻖ‪ ،‬ﻓﻤﺜﻠﻤﺎ ﳛﺘﻞ ﺍﻟﻠﻮﻥ ﻣﻜﺎﻧﺔ ﻫﺎﻣﺔ ﰲ ﲨﻴﻊ ﺃﻭﺟﻪ ﻧﺸﺎﻃﻨﺎ‪ ،‬ﻓﻬﻮ ﺃﻳﻀﺎ ﻳﻌﺘﱪ ﻋﺎﻣ ﹰ‬
‫ﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻮﺍﻥ ﰲ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﻟﻮﺍﻥ ﺗﺆﺩﻱ ﺇﱃ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ‪.‬‬
‫ﻟﻮﺍﻥ ﺗﺆﺩﻱ ﺇﱃ ﺇﺿﻔﺎﺀ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻋﻠﻰ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺄﺛﲑﺍﺕ ﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ ﻟﻠﻮﻥ ﺣﻴﺚ ﻳﺆﺩﻱ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺇﱃ ﺇﺣﺪﺍﺙ ﺗﺄﺛﲑ ﻋﺎﻃﻔﻲ ﻣﻌﲔ ﻟﺪﻯ ﺍﳌﺘﻠﻘﻲ‪.‬‬
‫ﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ )ﺍﻟﻠﻐﻮﻳﺔ(‪:‬‬
‫ﻀﻤﻦ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺃﺣﺮﻑ ﺍﻟﻜﺘﺎﺑﺔ ﻛﻌﻨﺼﺮ ﻣﺘﻤﻢ ﻟﻠﺒﻨﺎﺀ ﺍﻟﻌﺎﻡ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﳝﻜـﻦ‬
‫ﻮﻱ ﺍﻹﻋﻼﻧﺎﺕ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﳋﻄﻮﻁ ﻭﺍﳊﺮﻭﻑ ﺍﻟﻜﺘﺎﺑﻴﺔ ﻭﺍﻟﱵ ﳍﺎ ﺇﻣﻜﺎﻧﺎﺕ ﺗﻌﺒﲑﻳﺔ ﻋﺪﻳـﺪﺓ‬

‫ﻮﺍﻋﻴﺔ ﺍﳊﺮﻭﻑ ﰲ ﺍﻟﺘﺸﻜﻴﻞ ﺍﳋﻄﻲ ﺳﻮﺍﺀ ﻋﻀﻮﻱ ﺃﻭ ﻫﻨﺪﺳﻲ‪.‬‬

‫ﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺧﻄﻮﻁ ﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﻠﻤﺔ ﺍﳌﺮﺍﺩ ﺗﺄﻛﻴﺪﻫﺎ ﺃﻭ ﲤﻴﻴﺰﻫﺎ ﺃﻛﱪ ﻣﻦ ﺍﳋﻄﻮﻁ ﺍﻟﻜﺘﺎﺑﻴﺔ ﰲ ﺍﻟﻜﻠﻤـﺎﺕ‬
‫ﺧﺮﻯ‪.‬‬
‫ﻮﺓ ﺍﻟﺘﻌﺒﲑﻳﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺣﺮﻛﺔ ﺍﻟﺸﻜﻞ ﻣﻊ ﺗﻜﻮﻳﻨﺎﺕ ﺍﻷﺣﺮﻑ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺍﻟﻔﺮﺍﻍ‪ ،٢٠٠٦ ،٢٠) .‬ﺹ‪(٦٤‬‬

‫ﺍﻟﻨﻘﻄﺔ‬

‫ﺍﳋﻂ‬

‫ﺍﻟﺸﻜﻞ‪ -‬ﺍﻟﺼﻮﺭﺓ‪-‬‬
‫ﺍﻟﺮﻣﺰ‬

‫ﺍﳌﻠﻤﺲ‬

‫ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‬
‫ﺟﺪول ﻳﻮﺿﺢ إﻣﻜﺎﻧﻴﺎت ﺑﺮﻧﺎﻣﺞ اﻟﻔﻮﺗﻮﺷﻮب ﻋﻠﻰ ﺑﻌﺾ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ اﻟﻤﻠﺼﻖ اﻹﻋﻼﻧﻲ‬
 ‫ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﻻﺗﺰﺍﻥ‪ :‬ﻫﻮ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻮﺯﻳﻊ ﻋﻨﺎﺻﺮ ﺍﻹﻋﻼﻥ ﺑﺸﻜﻞ ﻣﺘﺴﺎﻭﻱ ﻭﻣﺘﺠﺎﻧﺲ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤـﺴﺎﺣﺎﺕ ﻭﺍﳋﻄـﻮﻁ‬
‫ﻷﻟﻮﺍﻥ‪.‬‬
‫ﻮﺣﺪﺓ‪ :‬ﻫﻲ ﺍﻧﺪﻣﺎﺝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺔ ﻟﻺﻋﻼﻥ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﻜﻮ‪‬ﺎ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﻊ ﺑﻌﻀﻬﺎ ﻭﻃﺮﻳﻘﺔ ﺗﺸﻜﻴﻠﻬﺎ ﻭﺻﻴﺎﻏﺘﻬﺎ ﺑﺸﻜﻞ ﻣﺘﺮﺍﺑﻂ ﻭﻏﲑ ﻣﻨﻔﺼﻞ ﻋﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪.‬‬
‫ﻨﺎﺳﺐ‪ :‬ﻣﻼﺋﻤﺔ ﺃﺣﺠﺎﻡ ﻭﺃﻟﻮﺍﻥ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺔ ﻟﻺﻋﻼﻥ ﻣﻊ ﺍﳌﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﻣـﻊ ﺃﺣﺠـﺎﻡ ﻭﺃﻟـﻮﺍﻥ‬
‫ﻨﺎﺻﺮ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﺒﺎﻳﻦ‪ :‬ﲤﻴﺰ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺔ ﻟﻺﻋﻼﻥ ﺑﺴﻤﺎ‪‬ﺎ ﻭﺃﺷﻜﺎﳍﺎ ﻭﺃﻟﻮﺍ‪‬ﺎ ﻭﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ ﺍﳋﺎﺹ ‪‬ﺎ‪ ،‬ﻣﻊ ﺍﳊﻔـﺎﻅ‬
‫ﻰ ﺍﻟﺘﻨﺎﺳﺐ ﻭﺍﻻﺗﺰﺍﻥ ﻭﺍﻟﻮﺣﺪﺓ ﳑﺎ ﻳﻀﻴﻒ ﻟﻺﻋﻼﻥ ﲰﺔ ﺍﳉﺎﺫﺑﻴﺔ ﻭﻟﻔﺖ ﺍﻷﻧﻈﺎﺭ‪.‬‬
‫ﺘﺎﺑﻊ‪ :‬ﻫﻮ ﺍﺳﺘﻤﺮﺍﺭ ﻭﺗﺘﺎﺑﻊ ﺣﺮﻛﺔ ﺍﻟﻌﲔ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﲡﺎﻫﺎﺕ ﺍﳋﻄﻮﻁ ﺍﻟﻌﺎﻣـﺔ ﻟﺘﻮﺯﻳـﻊ‬
‫ﻨﺎﺻﺮ ﻭﺃﺣﺠﺎﻣﻬﺎ‪ ،‬ﻭﻛﻠﻤﺎ ﻛﺎﻥ ﻫﻨﺎﻙ ﺣﺮﻛﺔ ﻣﺘﻤﻴﺰﺓ ﻟﻠﻌﲔ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ ﻛﻠﻤﺎ ﻛﺎﻥ ﺍﻹﻋﻼﻥ ﻣﻠﻔـﺖ‬
‫ﻈﺮ‪ ،‬ﺑﻞ ﻭﻳﺘﻴﺢ ﳎﺎﻝ ﺃﻛﺜﺮ ﻟﻠﺜﺒﺎﺕ ﰲ ﻋﻘﻠﻴﺔ ﺍﳌﺘﻠﻘﻲ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﺛﺎﺭﺓ ﺍﻟﱵ ﲢﺪﺛﻬﺎ ﺍﳊﺮﻛـﺔ ﰲ ﺍﻹﻋـﻼﻥ‬
‫ﻨﻘﻠﻬﺎ ﺍﻟﻌﲔ ﺇﱃ ﺫﻫﻦ ﺍﳌﺘﻠﻘﻲ‪.‬‬
‫ﻹﻳﻘﺎﻉ‪ :‬ﺗﻜﺮﺍﺭ ﺍﳋﻄﻮﻁ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﺼﻤﻴﻢ ﻭﺍﻷﻟﻮﺍﻥ ﻭﺍﻷﺷﻜﺎﻝ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺔ ﻟﻺﻋـﻼﻥ ﻭﺗﺮﺩﻳـﺪﻫﺎ‪،‬‬
‫ﺤﻘﻴﻖ ﲨﺎﻟﻴﺔ ﻭﻭﺣﺪﺓ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻟﻌﺎﻡ‪.‬‬
‫ﺴﻴﺎﺩﺓ‪ :‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺃﺣﺪ ﻋﻨﺎﺻﺮ ﺍﻹﻋﻼﻥ ﻟﻪ ﺍﻟﺴﻴﺎﺩﺓ ﻭﺍﳌﺮﻛﺰﻳﺔ ﺍﻟﱵ ﺗﺘﺤﺮﻙ ﻭﺗﺘﻮﺯﻉ ﻋﻠﻰ ﺃﺳﺎﺳﻪ ﺑﺎﻗﻲ‬
‫ﻨﺎﺻﺮ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺴﻴﺎﺩﺓ ﺗﺘﺤﻘﻖ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﺠﻢ ﺃﻭ ﺍﻟﻠﻮﻥ ﺃﻭ ﺍﻟﺘﺒﺎﻳﻦ ﺑﻴﻨﻪ ﻭﺑﲔ ﺑـﺎﻗﻲ ﺍﻟﻌﻨﺎﺻـﺮ‪،١٧) .‬‬
‫‪ ،٢٠٠‬ﺹ‪(٢٤‬‬

‫ﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪:‬‬
‫ﻼﺀﻣﺘﻪ ﻟﻠﻐﺮﺽ ﺍﳌﻨﺸﻮﺩ ﻣﻨﻪ‪.‬‬
‫ﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﻟﺮﺍﺋﻲ‪.‬‬
‫ﺍﻋﺎﺓ ﺣﺴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫ﻼﺀﻣﺘﻪ ﻟﻠﻤﻜﺎﻥ ﺍﻟﺬﻱ ﺳﻴﻮﺿﻊ ﻓﻴﻪ‪.‬‬
‫ﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳍﺪﻓﻪ‪ ،٢٠٠٦ ،١٢) .‬ﺹ‪(٥٥‬‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‬
‫ﺠﻴﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﺸﻤﻞ‪:‬‬
‫ﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫ﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪.‬‬
‫ﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻄﺒﻴﻖ‪:‬‬
‫ﻘﺎﺑﻠﺔ )ﺍﻷﻭﱃ‪ -‬ﺍﻟﺜﺎﻧﻴﺔ – ﺍﻟﺜﺎﻟﺜﺔ – ﺍﻟﺮﺍﺑﻌﺔ – ﺍﳋﺎﻣﺴﺔ – ﺍﻟﺴﺎﺩﺳﺔ (‪ ،‬ﻭﺗﺸﻤﻞ‪) :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪-‬‬
‫ﻷﻫﺪﺍﻑ‪ -‬ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ -‬ﺍﻟﺘﻮﺟﻴﻬﺎﺕ(‪.‬‬
‫ﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺑﻌﺔ‪.‬‬
‫ﻘﺎﺑﻠﺔ )ﺍﻟﺜﺎﻣﻨﺔ – ﺍﻟﺘﺎﺳﻌﺔ‪ -‬ﺍﻟﻌﺎﺷﺮﺓ(‪.‬‬
 ‫ﻀﻤﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﱵ ﺗﺴﻌﻰ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻓﺮﺽ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ‪:‬‬
‫ﻌﺮﻑ ﻋﻠﻰ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺮﺍﺀ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻦ ﺧﻼﻝ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﺻﻮﻝ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﺍﺗﺒﻌﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺠﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﺘﺒﻊ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺑﺸﻜﻞ ﺧﺎﺹ ﰲ ﺍﳌﺮﺣﻠـﺔ ﺍﻟﺜﺎﻧﻮﻳـﺔ ﰲ‬

‫ﺱ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪.‬‬

‫ﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﰎ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺑﺸﻜﻞ ﻗﺼﺪﻱ ﲟﺎ ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪ ،‬ﺣﻴﺚ ﰎ ﲢﺪﻳـﺪ )‪ (٥‬ﻣـﻦ ﺍﻟﻄﺎﻟﺒـﺎﺕ‬
‫ﺑﺎﺕ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺘﺼﻤﻴﻢ ﰲ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻷﻫﻠﻴﺔ ﻟﻠﺒﻨﺎﺕ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳـﺎﺽ‪ ،‬ﲝﻴـﺚ‬
‫ﻟﺪﻳﻬﻦ ﺍﳋﱪﺓ ﰲ ﳎﺎﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬

‫ﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻮﺿﻮﻉ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﺍﻟﺬﻱ ﺳﺘﻘﻮﻡ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﺘﻨﻔﻴﺬﻩ‪ ،‬ﻭﻗﺪ ﰎ ﲢﺪﻳﺪ ﻋﺪﺩ ﻣـﻦ ﺍﳌﻮﺍﺿـﻴﻊ‬
‫ﲣﺘﺎﺭ ﻛﻞ ﻃﺎﻟﺒﺔ ‪ ٢‬ﻣﻨﻬﺎ ﻟﺘﻨﻔﻴﺬﻫﺎ(‪.‬‬
‫ﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﻭﲢﻠﻴﻞ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺜﺔ‪ :‬ﻭ‪‬ﺪﻑ ﻫﺬﻩ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺇﱃ ﲢﻠﻴﻞ ﻭﺗﻘﻴﻴﻢ ﺍﳌﻠـﺼﻘﺎﺕ‬
‫ﻋﻼﻧﻴﺔ ﺍﳌﻨﻔﺬﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﳊﺎﺳﺐ ﺍﻵﱄ‪ ،‬ﻭﻗﺪ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻌﺮﺿﻬﺎ ﻋﻠﻰ )‪ (٥‬ﻣﻦ ﺍﶈﻜﻤﲔ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪-‬‬
‫ﺮﻳﺎﺽ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﺤﻜﻴﻤﻬﺎ ﺣﱴ ﺗﻜﻮﻥ ﺻﺎﺩﻗﺔ ﻟﻘﻴﺎﺱ ﻣﺎ ﻭﺿﻌﺖ ﻟﻘﻴﺎﺳﻪ‪ ،‬ﻭﻟﻘﺪ ﺗﻀﻤﻨﺖ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺛﻼﺛﺔ‬
‫ﺎﻭﺭ ﺭﺋﻴﺴﻴﺔ ﺗﺘﻀﻤﻦ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﻫﻲ‪) :‬ﻋﻨﺎﺻﺮ ﺗـﺼﻤﻴﻢ‬
‫ﻋﻼﻥ ‪ -‬ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ‪ -‬ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ(‪.‬‬

‫ﺍﺕ ﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﻭﺗﺸﻤﻞ‪:‬‬

 ‫ﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻋﺪﺩﻫﺎ )‪.(٥‬‬

‫ﺍﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﻦ ﺍﳌﻮﺍﺿﻴﻊ ﻟﻠﻤﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺍﻟﱵ ﺳﺘﻘﻮﻡ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺘﻨﻔﻴﺬﻫﺎ ﲝﻴﺚ ﲣﺘﺎﺭ ﻛﻞ ﻭﺍﺣـﺪﺓ‬

‫ﻬﻦ ﺍﺛﻨﺎﻥ ﻣﻨﻬﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻮﺍﺿﻴﻊ ﻫﻲ ﻣﻠﺼﻖ ﺇﻋﻼﱐ ﺇﺭﺷﺎﺩﻱ ﻋﻦ‪) :‬ﺍﻟﺘﺪﺧﲔ‪ -‬ﺍﻟﻨﻈﺎﻓﺔ‪ -‬ﺑﺮ ﺍﻟﻮﺍﻟـﺪﻳﻦ ‪-‬‬

‫ﺼﻼﺓ ﻭﺃﳘﻴﺘﻬﺎ‪ -‬ﺍﻟﻜﻠﻤﺔ ﺍﻟﻄﻴﺒﺔ‪ -‬ﺍﻟﺼﺪﺍﻗﺔ‪ -‬ﺍﻟﺘﻮﺑﺔ‪ -‬ﺍﺳﺘﻬﻼﻙ ﺍﳌﻴﺎﻩ‪ -‬ﻓﻀﻞ ﺍﻟﺼﺪﻗﺔ(‪.‬‬

‫ﺷﺘﻤﻠﺖ ﻋﻠﻰ )‪ (١٠‬ﻣﻘﺎﺑﻼﺕ ﻟﻠﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﻮﺍﻗﻊ )‪ (٤٥‬ﺩﻗﻴﻘﺔ ﻟﻠﻤﻘﺎﺑﻠﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺍﳍﺪﻑ ﻣﻨـﻬﺎ‬

‫ﻛﺴﺎﺏ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷـﻮﺏ ‪ Photoshop‬ﻭﺗﻌـﺮﻳﻔﻬﻦ‬

‫ﻄﺮﻕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﳎﺎﻝ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺳﺲ‬

‫ﻨﻴﺔ ﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ‪.‬‬

‫ﻊ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﻭﺗﺼﻨﻴﻔﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﱵ ﰎ ﺇﻋﺪﺍﺩﻫﺎ ﻣﻦ ﻗﺒـﻞ‬
‫ﺎﺣﺜﺔ ‪.‬‬

‫ﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪:‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﰲ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻞ ﺃﻋﻤﺎﻝ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﺗﻘﻴﻴﻤﻬﺎ ﳌﻌﺮﻓﺔ ﺍﻟﻨﺘـﺎﺋﺞ ﺍﻟـﱵ‬

‫ﻦ ﺇﻟﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬

‫ﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻄﺒﻴﻖ‪:‬‬
‫ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﻌﺮﻳﻒ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺘﺴﻠﺴﻞ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻄﺒﻴﻖ ﻭﺃﻫﺪﺍﻓﻪ ﻭﲢﺪﻳﺪ ﺍﳌﻄﻠﻮﺏ ﺗﻨﻔﻴﺬﻩ ﻣﻨـﻬﻦ‬
‫ﺒﺪﺍﻳﺔ ﻭﺻﻮﻻ ﺇﱃ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺪ ﰎ ﺫﻟﻚ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﳌﻘﺎﺑﻼﺕ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻘﺎﺑﻠﺔ ﺍﻷﻭﱃ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻌﲎ ﻓﻦ ﺍﻹﻋﻼﻥ ﻭﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﺍﻟﺬﻱ‬
‫ﻗﺪﺭﺍﺕ ﺍﻟﻄﺎﻟﺒﺎﺕ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻭﻳﺰﻳﺪ ﻣﻦ ﺭﺻﻴﺪﻫﻢ ﺍﳌﻌﺮﰲ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻗﻮﺍﺋﻤـﻪ ﺍﳌﺨﺘﻠﻔـﺔ‬
‫ﻜﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻣﻦ ﺧﻼﻟﻪ‪.‬‬
 ‫ﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫ﺮﻳﻒ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺮﻳﻒ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﻌﺮﻑ ﻋﻠﻰ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﻭﻗﻮﺍﺋﻤﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﻳﻌﺪ ﻣﻦ ﺃﻫﻢ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻭﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﻓﻨﻴﺔ ﺩﻗﻴﻘﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭ‪ ،‬ﺣﻴﺚ ﻳﺴﺎﻋﺪ ﰲ ﺗﺼﻤﻴﻢ ﺻﻮﺭ ﻭﺃﺷﻜﺎﻝ ﻣﻠﻮﻧﺔ‬
‫ﻰ ﺍﻟﺸﺎﺷﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﺼﻮﺭ ﺍﳌﺨﺰﻧﺔ ﻣﺴﺒﻘﹰﺎ ﺑﻪ ﻹﻧﺘﺎﺝ ﺗﺼﻤﻴﻤﺎﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﺇﺩﺧﺎﻝ ﺍﻟـﺼﻮﺭ‬
‫ﻋﻤﻞ ﺑﻌﺾ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻴﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻡ ﺍﻟﱪﻧﺎﻣﺞ ﺑﻮﻇﺎﺋﻒ ﺃﺧﺮﻯ ﻣﺜﻞ ﺗﻐﻴﲑ ﺍﻷﻟﻮﺍﻥ ﻭﺍﻷﺷﻜﺎﻝ ﻭﺗﻐـﻴﲑ‬
‫ﺣﺠﺎﻡ ﻭﺍﳌﺴﺎﺣﺎﺕ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺣﺬﻑ ﻭﺇﺿﺎﻓﺔ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺇﺿﺎﻓﺔ ﺗﺄﺛﲑﺍﺕ ﻣﺜﻞ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﻭﺍﻟﺘﺠـﺴﻴﻢ‬
‫ﳌﻼﻣﺲ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻌﺮﻑ ﻋﻠﻰ ﺑﻴﺌﺔ ﻓﻮﺗﻮﺷﻮﺏ‪ :‬ﻧﺎﻓﺬﺓ ﻓﻮﺗﻮﺷﻮﺏ ﺍﻟﺮﺋﻴﺴﻴﺔ ﲢﺘﻮﻱ ﻋﻠﻰ‪ :‬ﺷﺮﻳﻂ ﺍﻟﻘﻮﺍﺋﻢ‪ ،‬ﺻﻨﺪﻭﻕ ﺍﻷﺩﻭﺍﺕ‪،‬‬
‫ﺮﻳﻂ ﺍﳋﻴﺎﺭﺍﺕ‪ ،‬ﺍﻟﻨﻮﺍﻓﺬ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻣﻨﻄﻘﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﺷﺮﻳﻂ ﺍﳊﺎﻟﺔ‪.‬‬
‫ﺮﻳﻂ ﺍﻟﻘﻮﺍﺋﻢ‪ :‬ﳛﻤﻞ ﻗﻮﺍﺋﻢ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﻷﻭﺍﻣﺮ ﻭﺍﳋﻴﺎﺭﺍﺕ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫‪ :File .١‬ﲢﺘﻮﻱ ﻋﻠﻰ ﲨﻴﻊ ﺧﻴﺎﺭﺍﺕ ﺍﳌﻠﻒ‪.‬‬
‫‪ :Edit .٢‬ﻟﺘﺤﺮﻳﺮ ﺍﳌﻠﻒ‪.‬‬
‫‪ :Image .٣‬ﻟﻀﺒﻂ ﺧﻴﺎﺭﺍﺕ ﺍﻟﺼﻮﺭﺓ ﻣﻦ ﺃﻟﻮﺍﻥ ﻭﺣﺠﻢ ﻭﻏﲑﻫﺎ‪.‬‬
‫‪ :Layer .٤‬ﻟﻀﺒﻂ ﺧﻴﺎﺭﺍﺕ ﺍﻟﻄﺒﻘﺎﺕ‪.‬‬
‫‪ :Select .٥‬ﻟﻀﺒﻂ ﺧﻴﺎﺭﺍﺕ ﺍﻟﺘﺤﺪﻳﺪ‪.‬‬
‫‪ :View .٦‬ﻟﻠﺘﺤﻜﻢ ﰲ ﻃﺮﻳﻘﺔ ﺍﻟﻌﺮﺽ‪.‬‬
‫‪ :Window .٧‬ﻟﻀﺒﻂ ﺧﻴﺎﺭﺍﺕ ﺍﻟﻨﺎﻓﺬﺓ ﻭﺇﻇﻬﺎﺭ ﺍﻟﻠﻮﺣﺎﺕ‪.‬‬
‫‪ :Help .٨‬ﺍﳌﺴﺎﻋﺪﺓ‪.‬‬
‫‪ :Filter .٩‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺄﺛﲑﺍﺕ ﻣﻌﻴﻨﺔ ﻳﻘﺪﻣﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻟﻮﺣﺎﺕ ﻓﻨﻴـﺔ‬
‫ﺭﺍﺋﻌﺔ ﺑﺴﻬﻮﻟﺔ )ﻣﻮﺷﺤﺎﺕ(‪.‬‬
‫ﻨﺪﻭﻕ ﺃﻭ ﻗﺎﺋﻤﺔ ﺍﻷﺩﻭﺍﺕ ‪ :Tools‬ﳛﺘﻮﻱ ﺻﻨﺪﻭﻕ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠـﻰ ﺍﻟﺮﺳـﻢ ﻭﺍﻟﺘﻠـﻮﻳﻦ‬
‫ﺿﺎﻓﺔ ﺍﻟﺮﺗﻮﺵ ﻭﺗﻌﺒﺌﺔ ﺍﳌﺴﺎﺣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺇﺿﺎﻓﺔ ﺍﻟﻨﺼﻮﺹ ﺇﱃ ﺍﻟﺼﻮﺭ‪.‬‬
‫ﻮﺍﻓﺬ ﺍﻟﻔﺮﻋﻴﺔ‪ :‬ﺇﻥ ﺍﻟﻨﻮﺍﻓﺬ ﺍﻟﻔﺮﻋﻴﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻓﻮﺗﻮﺷﻮﺏ ﺑﻨﺠﺎﺡ‪ ،‬ﻓﻬﻲ‬
‫ﻓﺮ ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺗﺰﻭﺩ ﲞﻴﺎﺭﺍﺕ ﻭﺇﻋﺪﺍﺩﺍﺕ ﻋﻦ ﺃﺩﻭﺍﺕ ﻓﻮﺗﻮﺷﻮﺏ ﻭﺍﻟﺼﻮﺭ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺈﻧﺸﺎﺋﻬﺎ ﻭﺗﻌﺪﻳﻠﻬﺎ‪.‬‬
‫ﻣﻨﻬﺎ‪:‬‬
‫ﺓ ﺍﻷﻭﱃ‪:‬‬
 ‫‪ : Navigato‬ﻫﺬﻩ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺭﺅﻳﺔ ﺍﳉﺰﺀ ﺍﻟﺬﻱ ﻧﻌﻤﻞ ﻋﻠﻴﻪ ﻣﻦ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫‪ : Inf‬ﺗﺆﻣﻦ ﻣﻌﺮﻓﺔ ﻣﻮﻗﻊ ﻣﺆﺷﺮ ﺍﻟﻔﺎﺭﺓ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﻠﻮﻧﻴﺔ ﻟﻜﻞ ﻣـﻦ ‪ RGB & CMYK‬ﻭﻋـﺮﺽ‬
‫ﺭﺗﻔﺎﻉ ﺍﳌﻨﻄﻘﺔ ﺍﶈﺪﺩﺓ‪.‬‬
‫ﺓ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
‫‪ : Colo‬ﺗﺴﺘﺨﺪﻡ ﻻﻧﺘﻘﺎﺀ ﺍﻟﻠﻮﻥ ﻭﳝﻜﻦ ﲢﺪﻳﺪﻩ ﺑﺎﻷﺭﻗﺎﻡ ﺃﻭ ﺑﺘﺤﺮﻳﻚ ﺷﺮﻳﻂ ﺍﻟﺘﻤﺮﻳﺮ‪.‬‬
‫‪ : Swatche‬ﺗﻌﺮﺽ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻟﻮﺍﻥ ﺍﻟﱵ ﺗﺴﺘﻄﻴﻊ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻨﻬﺎ‪.‬‬
‫‪ : Style‬ﺗﻌﺮﺽ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﳕﺎﻁ ﻧﺴﺘﻄﻴﻊ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻨﻬﺎ‪.‬‬
‫ﺓ ﺍﻟﺜﺎﻟﺜﺔ‪:‬‬
‫‪ : Laver‬ﺗﻘﻮﻡ ﺑﺈﻇﻬﺎﺭ ﲨﻴﻊ ﺍﻟﻄﺒﻘﺎﺕ‪.‬‬
‫‪ : Histor‬ﻫﻲ ﺫﺍﻛﺮﺓ ﻣﺆﻗﺘﺔ ﲢﺘﻔﻆ ﺑﻌﺪﺩ ﳏﺪﺩ ﻣﺴﺒﻘﹰﺎ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﻗﻤﻨﺎ ﺑﻌﻤﻠﻬﺎ‪.‬‬
‫ﻄﻘﺔ ﺍﻟﻌﻤﻞ‪ :‬ﻫﻲ ﺍﳌﺴﺎﺣﺔ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻟﱵ ﻧﻘﻮﻡ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺮﻳﻂ ﺍﳊﺎﻟﺔ‪ :‬ﳛﺘﻮﻱ ﻋﻠﻰ ﺳﻌﺔ ﺍﳌﻠﻒ ﻭﻋﻠﻰ ﺗﻠﻤﻴﺢ ﻷﻱ ﺃﺩﺍﺓ ﳐﺘﺎﺭﺓ ﳝﻜﻦ ﻣﻨﻪ ﺗﻐﻴﲑ ﻧﺴﺒﺔ ﻋﺮﺽ ﺍﳌﻠﻒ‪.‬‬
‫ﺰﻳﻦ ﺍﳌﻠﻒ‪ :‬ﻣﻦ ﻗﺎﺋﻤﺔ ‪ ،File->Save as‬ﻋﻨﺪﻣﺎ ﲢﻔﻆ ﻣﻠﻔﺎﺕ ﺍﻟﺼﻮﺭ ﰲ ﺍﻟﻮﺿﻊ ﺍﻻﻓﺘﺮﺍﺿﻲ ﻓﺈﻧـﻚ‬
‫ﻔﻈﻬﺎ ﻛﻤﻠﻔﺎﺕ ﻓﻮﺗﻮﺷﻮﺏ ﺑﺎﻣﺘﺪﺍﺩ ‪ ،PSD‬ﻳﺘﻴﺢ ﻫﺬﺍ ﺍﻟﺘﻨﺴﻴﻖ ﺣﻔﻆ ﲨﻴﻊ ﺍﻟﻄﺒﻘﺎﺕ ﻭﺍﳌﺴﺎﺭﺍﺕ ﻭﲨﻴﻊ‬
‫ﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺩﺍﺧﻞ ﺍﳌﻠﻒ‪ ،‬ﻭﳝﻜـﻦ ﺣﻔـﻆ ﻣﻠـﻒ ﺍﻟـﺼﻮﺭﺓ ﻣﻨـﺴﻖ ﺑﺎﻟﻔﻮﺗﻮﺷـﻮﺏ‬
‫‪ Photosho‬ﺑﺎﻣﺘﺪﺍﺩﺍﺕ ﻋﺪﻳﺪﺓ ﻣﺜﻞ ‪ ، JPG, GIF, BMP…..‬ﻭﳝﻜﻨﻚ ﺃﻳﻀﹰﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻣـﺮ‬
‫‪ SAVE for we‬ﳊﻔﻆ ﺻﻮﺭﻙ ﻟﻌﺮﺿﻬﺎ ﻋﻠﻰ ﺍﻟﻮﻳﺐ‪.‬‬
‫ﻌﺘﱪ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ (Photoshop) Photoshop‬ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﲨﻴﻊ‬
‫ﻠﲔ ﺑﻔﻨﻮﻥ ﺍﳉﺮﺍﻓﻴﻚ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﳐﺘﻠﻔﺔ ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ‪:‬‬
‫ﻠﻔﺔ ﺍﻟﻜﺘﺐ‪.‬‬
‫ﺼﻔﺤﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‪.‬‬
‫ﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻢ ﳑﻴﺰﺍﺕ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ‪:‬‬
‫ﺪﻗﺔ ﻭﺍﻟﺴﺮﻋﺔ ﻭﺍﻟﺴﻬﻮﻟﺔ ﰲ ﺍﻷﺩﺍﺀ ﳑﺎ ﻳﻮﻓﺮ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪.‬‬
‫ﺮﺽ ﻭﲢﺮﻳﺮ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻠﻮﱐ )‪.(RGB‬‬
‫ﺼﻞ ﺍﻷﻟﻮﺍﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻃﺒﺎﻋﺘﻬﺎ ﺑﺪﺭﺟﺎ‪‬ﺎ ﺍﻟﻠﻮﻧﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺩﻭﻥ ﺗﻐﻴﲑ ﰲ ﺍﻟﻨﻈﺎﻡ )‪.(CMYK‬‬
‫ﺰﻳﻦ ﺍﻟﺼﻮﺭ ﻭﺍﻷﺷﻜﺎﻝ ﰲ ﺃﺭﺑﻊ ﻗﻨﻮﺍﺕ ﻭﳘﺎ ﺍﻷﻓﻀﻞ ﰲ ﻋﻤﻠﻴﺔ ﻓﺼﻞ ﺍﻷﻟﻮﺍﻥ‪.‬‬
‫ﺧﺎﻝ ﺍﻟﺼﻮﺭ ﻭﺍﻷﺷﻜﺎﻝ ﺇﱃ ﺍﳊﺎﺳﺐ ﻣﻦ ﻣﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓ ﻣﺜﻞ ﺃﺟﻬﺰﺓ ﺍﳌﺎﺳﺢ ﺍﻟـﻀﻮﺋﻲ )‪(Scanner‬‬
‫ﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺼﻮﺭ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻭﺃﻧﻈﻤﺔ ﺗﻄﺒﻴﻖ ﺃﺧﺮﻯ ﻣﺜﻞ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻴﻬﺎ ﰒ ﻃﺒﺎﻋﺘﻬﺎ ﻋﻠﻰ‬
‫ﻮﻉ ﻣﻦ ﺍﻟﻄﺎﺑﻌﺎﺕ‪.‬‬
‫ﻭﺍﻟﱪﻧﺎﻣﺞ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻭﺍﻣﺮ ﺍﳋﺎﺻﺔ ﺑﻌﻤﻠﻴﺎﺕ ﻓﺘﺢ ﺍﳌﻠﻔﺎﺕ ﺍﻟﱵ ‪‬ﺎ ﺗﺼﻤﻴﻤﺎﺕ ﳏﻔﻮﻇﺔ‬
‫ﰎ ﺇﺩﺧﺎﳍﺎ ﻣﺴﺒﻘﹰﺎ ﻭﻣﻨﻬﺎ‪:‬‬
‫ﺪ ﲢﺪﻳﺪ ﻣﻠﻒ ﺟﺪﻳﺪ ﳝﻜﻨﻨﺎ ﲢﺪﻳﺪ ﻣﻮﺍﺻﻔﺎﺕ ﺫﻟﻚ ﺍﳌﻠﻒ ﻣﻦ ﺣﻴﺚ ﺍﳊﺠﻢ ﻭﺍﳌﺴﺎﺣﺔ ﺍﳌـﺮﺍﺩ ﺍﻟﻌﻤـﻞ‬

‫ﻊ ﺃﻱ ﻣﻠﻒ ﺑﻪ ﺻﻮﺭ ﺃﻭ ﺃﺷﻜﺎﻝ ﺃﻭ ﺃﻱ ﺟﺰﺀ ﻣﻨﻬﺎ‪.‬‬

‫ﺪﻳﺪ ﻧﻮﻉ ﻭﺍﺳﻢ ﺍﻟﻄﺎﺑﻌﺔ ﺣﺴﺐ ﻧﻮﻉ ﺍﻟﺘﺼﻤﻴﻢ ﺳﻮﺍﺀ ﻣﻠﻮﻥ ﺃﻭ ﻏﲑ ﻣﻠﻮﻥ‪.‬‬
‫ﺪﻳﺪ ﺩﺭﺟﺔ ﻭﺿﻮﺡ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺗﻀﺒﻂ ﺍﳌﺴﺎﻓﺎﺕ ﻭﺍﳌﺴﺎﺣﺔ ﺍﳌﺮﺍﺩ ﻃﺒﺎﻋﺘﻪ‪.‬‬
‫ﻜﻦ ﻟﻠﱪﻧﺎﻣﺞ ﺃﻥ ﻳﻌﺪ ﻭﳚﻬﺰ ﺍﻟﺘﺼﻤﻴﻢ ﺳﻮﺍﺀ ﻟﻠﻄﺒﺎﻋﺔ ﺃﻭ ﻟﻌﻤﻠﻴﺔ ﻓﺼﻞ ﺍﻷﻟﻮﺍﻥ‪.‬‬
‫ﳊﺬﻑ ﻭﺍﻹﺿﺎﻓﺔ ﻭﺍﻟﺘﻜﺒﲑ ﻭﺍﻟﺘﺼﻐﲑ ﻭﺍﻟﺘﺮﺍﻛﺐ ﻭﺍﻟﺘﺤﻮﻳﺮ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﻤﻜﻦ ﺇﺿﺎﻓﺘﻬﺎ ﻋﻠـﻰ‬
‫ﻡ ﻭﺍﻟﺼﻮﺭ‪.‬‬
‫ﺘﻮﻱ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺍﻹﺿﺎﻓﺎﺕ )‪ (Filters‬ﻟﻠﺘﺄﺛﲑﺍﺕ ﺍﻟـﻀﻮﺋﻴﺔ ﺃﻭ ﺗﻐـﻴﲑ ﺍﻷﻟـﻮﺍﻥ‬
‫ﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻴﲑ ﺩﺭﺟﺔ ﺍﻹﺿﺎﺀﺓ ﻭﺍﻟﻈﻼﻝ ﺳﻮﺍﺀ ﺑﺎﻟﺰﻳﺎﺩﺓ ﺃﻭ ﺍﻟﻨﻘﺺ ﳑﺎ ﻳﺘﻴﺢ ﻟﻠﻔﻨﺎﻥ ﺍﳌﺼﻤﻢ ﻋﺪﺓ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺗـﺴﺎﻋﺪﻩ‬
‫ﳒﺎﺯ ﻣﻬﻤﺘﻪ ﺑﻨﺠﺎﺡ‪.‬‬
‫ﺿﺎﻓﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳋﻠﻔﻴﺎﺕ ﺍﳉﺎﻫﺰﺓ ﺍﻟﱵ ﻻ ﺣﺼﺮ ﳍﺎ ﻭﺗﻌﺪ ﺑﺎﻵﻻﻑ ﺑﺄﻟﻮﺍ‪‬ﺎ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺗﺄﺛﲑﺍ‪‬ﺎ ﺍﳌﺨﺘﻠﻔـﺔ‪.‬‬
‫‪ ،٢٠٠٧‬ﺹ‪(٣٤‬‬
‫ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺗ‪‬ﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻌﺮﻳﻒ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﻭﻗﻮﺍﺋﻤﻪ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺗﺸﺮﺡ ﺍﻟﻄﺎﻟﺒﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺘﻌﺪﻳﻞ ﻋﻠﻰ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺮﺳﻮﻡ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﲡﺮﺏ ﺍﻟﻄﺎﻟﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﻷﻭﺍﻣﺮ ﻣﻦ ﺍﻟﻘﻮﺍﺋﻢ ﻭﺍﻷﺩﻭﺍﺕ ﻋﻠﻰ ﺟﻬﺎﺯ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺮﻳﻒ ﺍﻟﻄﺎﻟﺒﺎﺕ ﲟﻌﲎ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺮﺡ ﻣﻌﲎ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
 ‫ﺮﻳﻒ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺎﻟﱪﻧﺎﻣﺞ ﺍﳌﺴﺘﺨﺪﻡ ﻭﻛﻴﻔﻴﺔ ﺗﺸﻐﻴﻠﻪ‪.‬‬
‫ﺮﺡ ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫ﻛﺮ ﳑﻴﺰﺍﺕ ﻭﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﺘﺎﺣﺔ ﻭﺍﻟﱵ ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪.‬‬
‫ﺍﻟﺘﻮﺟﻴﻬﺎﺕ‪:‬‬
‫ﺗﻄﺒﻴﻖ ﺑﻌﺾ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻨﺪ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﺎﻟﺒﺎﺕ‪ ،‬ﻭﺗﻮﺟﻴﻬﻬﻦ ﻓﺮﺩﻳﺎ ﻭﲨﺎﻋﻴﺎ‬
‫ﺐ ﺍﳊﺎﺟﺔ‪.‬‬

‫ﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ ﻭﺃﳘﻴﺔ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪ ،‬ﰒ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ‬
‫ﺃﻧﻮﺍﻉ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﻷﳕﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫ﺎﺻﺮ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﳘﻴﺔ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪.‬‬
‫ﺾ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻹﻋﻼﻥ ﺍﳌﺨﺘﻠﻔﺔ‪:‬‬
‫ﻣﻨﺴﻘﺔ‪:‬ﺗﻌﺪادات ﻧﻘﻄﻴﺔ ورﻗﻤﻴﺔ‬
‫ﻖ ﺍﻟﺘﺴﻮﻳﻘﻲ ﺃﻭ ﺍﻟﺘﺠﺎﺭﻱ‪ -‬ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﻣﻲ ‪ -‬ﺍﳌﻠﺼﻖ ﺍﻹﺭﺷﺎﺩﻱ‪ -‬ﺍﳌﻠﺼﻖ ﺍﻟﺴﻴﺎﺣﻲ‪...‬ﻭﻏﲑﻫﺎ(‪.‬‬
‫ﳕﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺃﳘﻴﺔ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪.‬‬
‫ﺗﻌﺪﺩ ﺍﻟﻄﺎﻟﺒﺔ ﺑﻌﺾ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺑﻌﺾ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﲡﺮﺏ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻄﺒﻴﻖ ﺃﺣﺪ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺮﺡ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺮﻳﻒ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺄﳘﻴﺔ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪.‬‬
‫ﻛﺮ ﺑﻌﺾ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﻠﻢ ‪‬ﺎ ﺍﻟﻄﺎﻟﺒﺔ‪.‬‬
‫ﺮﺡ ﺑﻌﺾ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
 ‫ﻄﺒﻴﻖ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻋﻠﻰ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﻮﺟﻴﻬﺎﺕ‪:‬‬
‫ﲡﺮﻳﺐ ﳕﻂ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺎﺧﺘﻴﺎﺭ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪،‬‬
‫ﻴﻬﻬﻦ ﻓﺮﺩﻳﺎ ﻭﲨﺎﻋﻴﺎ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‪.‬‬

‫ﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻭﻝ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻹﻋﻼﻥ ﻭﻫﻲ ﻋﻨﺎﺻـﺮ‬
‫ﻢ ﺍﻹﻋﻼﻥ‪) :‬ﺍﻟﻨﻘﻄﺔ – ﺍﳋﻂ‪ -‬ﺍﻟﺸﻜﻞ ﺃﻭ ﺍﻟﺼﻮﺭﺓ ﺃﻭ ﺍﻟﺮﻣﺰ – ﺍﳌﻠﻤﺲ(‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ‬
‫ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫ﺮﻳﻒ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻭﻭﻇﻴﻔﺘﻬﺎ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺇﻧﺸﺎﺀ ﺗﺼﻤﻴﻢ ﺇﻋﻼﱐ ﻧﺎﺟﺢ‪.‬‬
‫ﺮﻳﻒ ﺍﳋﻂ‪ ،‬ﻭﻭﻇﻴﻔﺘﻪ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﻌﺮﻑ ﺇﱃ ﺍﻟﺸﻜﻞ – ﺍﻟﺼﻮﺭﺓ – ﺍﻟﺮﻣﺰ ﻭﺃﻧﻮﺍﻋﻬﺎ ﺩﺍﺧﻞ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺮﻳﻒ ﺍﳌﻠﻤﺲ ﻭﻛﻴﻒ ﳝﻜﻦ ﲢﻘﻴﻖ ﺃﻧﻮﺍﻋﻪ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻌﺮﻳﻒ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫ﺗﺸﺮﺡ ﺍﻟﻄﺎﻟﺒﺔ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﺩﺍﺧﻞ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺗﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﺍﳋﻂ‪.‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﻭﻇﻴﻔﺔ ﺍﳋﻂ ﺩﺍﺧﻞ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﻷﺷﻜﺎﻝ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﲢﻘﻴﻖ ﺍﳌﻠﻤﺲ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﲡﺮﺏ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺮﺡ ﻣﻌﲎ ﺍﻟﻨﻘﻄﺔ ﻭﺍﳋﻂ ﻭﻭﻇﺎﺋﻔﻬﻤﺎ ﺩﺍﺧﻞ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫ﺿﻴﺢ ﺃﻧﻮﺍﻉ ﺍﻷﺷﻜﺎﻝ ﺃﻭ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺮﻣﻮﺯ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫ﺮﺡ ﻛﻴﻔﻴﺔ ﲢﻘﻴﻖ ﺍﳌﻼﻣﺲ ﺍﳌﺨﺘﻠﻔﺔ ﺩﺍﺧﻞ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﻟﻮﻥ ﻭﺧﻂ‬
‫ﻣﻠﻤﺲ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
 ‫ﺍﻟﺘﻮﺟﻴﻬﺎﺕ‪:‬‬
‫ﻠﺐ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﲡﺮﻳﺐ ﺗﻄﺒﻴﻖ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ‬
‫‪ Photos‬ﻭﻳﺘﻢ ﺗﻮﺟﻴﻬﻬﻦ ﻓﺮﺩﻳﺎ ﻭﲨﺎﻋﻴﺎ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‪.‬‬

‫ﻘﺎﺑﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﺍﺳﺘﻜﻤﺎﻝ ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪) :‬ﺍﻟﻔﺮﺍﻍ – ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪ -‬ﺍﻟﻠـﻮﻥ– ﺍﻟﻌﻨﺎﺻـﺮ ﺍﻟﻜﺘﺎﺑﻴـﺔ‪،‬‬
‫ﺔ(‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﺧﻼﻝ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫ﻌﺮﻑ ﺇﱃ ﺍﻟﻔﺮﺍﻍ ﻭ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ ﰲ ﻃﺮﻕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺍﻍ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﻌﺮﻑ ﻋﻠﻰ ﺧﺼﺎﺋﺺ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺮﺡ ﺍﻟﻠﻮﻥ ﻭ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻮﺍﻥ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺿﻴﺢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ )ﺍﻟﻠﻐﻮﻳﺔ( ﰲ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺗﻮﺿﻴﺢ ﺑﻌﺾ ﻣﻦ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻌﺒﲑﻳﺔ ﺍﳌﺘﻌﺪﺩﺓ ﳍﺎ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ ﰲ ﻃﺮﻕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺍﻍ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺗﺸﺮﺡ ﺍﻟﻄﺎﻟﺒﺔ ﺧﺼﺎﺋﺺ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺍﻟﻠﻮﻥ ﻭﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ )ﺍﻟﻠﻐﻮﻳﺔ( ﰲ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪.‬‬
‫ﲡﺮﺏ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺮﺡ ﻣﻌﲎ ﺍﻟﻔﺮﺍﻍ ﻭﺧﺼﺎﺋﺼﻪ ﺍﻟﱵ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ ﺩﺍﺧﻞ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺮﺡ ﺧﺼﺎﺋﺺ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺿﻴﺢ ﺃﳘﻴﺔ ﺍﻟﻠﻮﻥ ﻭﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪.‬‬
‫ﺮﺡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ )ﺍﻟﻠﻐﻮﻳﺔ( ﻭﻛﻴﻒ ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻤﻞ ﲡﺎﺭﺏ ﻭﺗﻄﺒﻴﻘﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻟﻠﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﺍﻟﺘﻮﺟﻴﻬﺎﺕ‪:‬‬
‫ﻠﺐ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﲡﺮﻳﺐ ﺗﻄﺒﻴﻖ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ‬
‫‪ Photos‬ﻭﻳﺘﻢ ﺗﻮﺟﻴﻬﻬﻦ ﻓﺮﺩﻳﺎ ﻭﲨﺎﻋﻴﺎ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‪.‬‬
 ‫ﻘﺎﺑﻠﺔ ﺍﳋﺎﻣﺴﺔ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺛﺎﱐ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻹﻋﻼﻥ ﻭﻫﻮ ﺃﺳـﺲ‬
‫ﻢ ﺍﻹﻋﻼﻥ‪) :‬ﺍﻻﺗﺰﺍﻥ – ﺍﻟﻮﺣﺪﺓ‪ -‬ﺍﻟﺘﻨﺎﺳﺐ – ﺍﻟﺘﺒﺎﻳﻦ(‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻷﺳﺲ ﻣﻦ ﺧﻼﻝ ﺑﺮﻧـﺎﻣﺞ‬
‫ﺷﻮﺏ ‪ Photoshop‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﻟﻮﻥ ﻭﺧﻂ ﻭﻣﻠﻤﺲ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫ﻒ ﻛﻼ ﻣﻦ‪) :‬ﺍﻻﺗﺰﺍﻥ – ﺍﻟﻮﺣﺪﺓ‪ -‬ﺍﻟﺘﻨﺎﺳﺐ – ﺍﻟﺘﺒﺎﻳﻦ(‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻌﺮﻳﻒ ﺍﻻﺗﺰﺍﻥ‪.‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻌﺮﻳﻒ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﺗﺸﺮﺡ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻌﲎ ﺍﻟﺘﻨﺎﺳﺐ‪.‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻌﲎ ﺍﻟﺘﺒﺎﻳﻦ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺗﻼﺣﻆ ﺍﻟﻄﺎﻟﺒﺔ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺍﻷﺳﺲ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﻣﻌﲎ ﻭﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻦ ﺍﻷﺳﺲ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻜﻲ ﺗﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺎﻟﺒﺔ ﻭﺗﻌﻴﻬﺎ ﻣﻊ ﺿﺮﺏ ﺍﻷﻣﺜﻠﺔ ﻣﻦ ﺍﻟﻮﺍﻗﻊ‪،‬‬
‫ﻞ ﲡﺎﺭﺏ ﻣﺘﻌﺪﺩﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﺃﻣﺎﻡ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻄﺒﻖ‬
‫ﻛﻞ ﺍﻷﺳﺲ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺍﻟﺘﻮﺟﻴﻬﺎﺕ‪:‬‬
‫ﻠﺐ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﲡﺮﻳﺐ ﺗﻄﺒﻴﻖ ﻛﻞ ﻣﺎ ﺳﺒﻖ ﺗﻮﺿﻴﺤﻪ ﻣﻦ ﺃﺳﺲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ‬
‫‪ Photos‬ﻭﻳﺘﻢ ﺗﻮﺟﻴﻬﻬﻦ ﻓﺮﺩﻳﺎ ﻭﲨﺎﻋﻴﺎ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‪.‬‬

‫ﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﺍﺳﺘﻜﻤﺎﻝ ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪) :‬ﺍﻟﺘﺘﺎﺑﻊ – ﺍﻹﻳﻘﺎﻉ ‪ -‬ﺍﻟﺴﻴﺎﺩﺓ(‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻷﺳﺲ‬
‫ﻼﻝ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﻟﻮﻥ ﻭﺧﻂ ﻭﻣﻠﻤﺲ ﻭﻏﲑﻫﺎ‪،‬‬
‫ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺛﺎﻟﺚ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻹﻋﻼﻥ ﻭﻫـﻲ ﺷـﺮﻭﻁ‬
‫ﻢ ﺍﻹﻋﻼﻥ‪.‬‬
 ‫ﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫ﺮﻳﻒ ﻛﻼ ﻣﻦ‪) :‬ﺍﻟﺘﺘﺎﺑﻊ – ﺍﻹﻳﻘﺎﻉ – ﺍﻟﺴﻴﺎﺩﺓ(‪.‬‬
‫ﻋﻰ ﺃﺛﻨﺎﺀ ﺍﻟﺸﺮﺡ ﺗﻮﺿﻴﺢ ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻭﺍﳌﻘﺼﻮﺩ ﻣﻨﻬﺎ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﺗﻌﺮﻳﻒ ﺍﻟﺘﺘﺎﺑﻊ‪.‬‬
‫ﺗﺸﺮﺡ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻌﲎ ﺍﻹﻳﻘﺎﻉ‪.‬‬
‫ﺗﺬﻛﺮ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻌﲎ ﺍﻟﺴﻴﺎﺩﺓ ﻭﻛﻴﻔﻴﺔ ﲢﻘﻴﻘﻬﺎ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺗﻼﺣﻆ ﺍﻟﻄﺎﻟﺒﺔ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺍﻷﺳﺲ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪.Photoshop‬‬
‫ﺗﺘﻌﺮﻑ ﺍﻟﻄﺎﻟﺒﺔ ﻋﻠﻰ ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺮﺡ ﻣﻌﲎ ﻭﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻦ ﺍﻷﺳﺲ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻜﻲ ﺗﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺎﻟﺒﺔ ﻭﺗﻌﻴﻬﺎ ﻣﻊ ﺿﺮﺏ ﺍﻷﻣﺜﻠﺔ ﻣـﻦ‬
‫ﻮﺍﻗﻊ‪ ،‬ﰒ ﻋﻤﻞ ﲡﺎﺭﺏ ﻣﺘﻌﺪﺩﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﺃﻣﺎﻡ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻣﻦ ﻗﺒـﻞ‬
‫ﺎﺣﺜﺔ ﺗﻄﺒﻖ ﻓﻴﻬﺎ ﻛﻞ ﺍﻷﺳﺲ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺮﺡ ﻭﺗﻮﺿﻴﺢ ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ ﻟﻜﻲ ﺗﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺎﻟﺒﺔ‪.‬‬
‫ﺍﻟﺘﻮﺟﻴﻬﺎﺕ‪:‬‬
‫ﻠﺐ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﲡﺮﻳﺐ ﺗﻄﺒﻴﻖ ﻛﻞ ﻣﺎ ﺳﺒﻖ ﺗﻮﺿﻴﺤﻪ ﻣﻦ ﺃﺳﺲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ‬
‫‪ Photos‬ﻭﻳﺘﻢ ﺗﻮﺟﻴﻬﻬﻦ ﻓﺮﺩﻳﺎ ﻭﲨﺎﻋﻴﺎ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‪.‬‬

‫ﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺑﻌﺔ‪:‬‬
‫ﻴﻬﺎ ﻳﺘﻢ ﻣﺮﺍﺟﻌﺔ ﻛﻞ ﻣﺎ ﺳﺒﻖ ﺗﻮﺿﻴﺤﻪ ﻣﻦ ﻋﻨﺎﺻﺮ ﻭﺃﺳﺲ ﻭﻏﲑﻫﺎ‪ ،‬ﰒ ﻋﻤﻞ ﺗﻄﺒﻴﻖ ﻣﺒـﺪﺋﻲ ﺑﺘـﺼﻤﻴﻢ‬
‫ﻣﺒﺴﻂ‪ ،‬ﺗﻘﻮﻡ ﻓﻴﻪ ﺍﻟﻄﺎﻟﺒﺔ ﺍﳌﻮﻫﻮﺑﺔ ﺑﺘﻄﺒﻴﻖ ﻛﻞ ﻣﺎ ﺳﺒﻖ‪.‬‬

‫ﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻣﻨﺔ ‪ -‬ﺍﻟﺘﺎﺳﻌﺔ ‪ -‬ﺍﻟﻌﺎﺷﺮﺓ‪:‬‬

‫ﻴﻬﺎ ﻳﺘﻢ ﲢﺪﻳﺪ ﻋﺪﺩ ﻣﻦ ﻣﻮﺍﺿﻴﻊ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﲝﻴﺚ ﲣﺘﺎﺭ ﻛﻞ ﻃﺎﻟﺒﺔ )‪ (٢‬ﻣﻨﻬﺎ ﻟﻌﻤـﻞ‬
‫ﺕ ﻋﻨﻬﺎ‪ ،‬ﰒ ﺗﻘﻮﻡ ﺑﺘﻨﻔﻴﺬﻫﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﻣﺴﺘﻨﺪﺓ ﻋﻠﻰ ﻣﺎ ﺗﻌﻠﻤﺘـﻪ‬
‫ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬
‫ﺍﻟﺘﺤﻠﻴﻞ‪ -‬ﺍﻟﻨﺘﺎﺋﺞ‪ -‬ﺍﻟﺘﻮﺻﻴﺎﺕ‬
‫‪.‬‬
‫ﲢﻠﻴﻞ ﺍﻷﻋﻤﺎﻝ‪.‬‬
‫‪ :‬ﺍﻟﻨﺘﺎﺋﺞ ﻭ ﺍﻟﺘﻮﺻﻴﺎﺕ ‪:‬‬
‫ﻨﺘﺎﺋﺞ ‪.‬‬
‫ﺘﻮﺻﻴﺎﺕ‪.‬‬
 ‫‪:‬‬
‫ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺑﺘﺤﻠﻴﻞ ﻭﺗﻘﻴﻴﻢ ﺃﻋﻤﺎﻝ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺍﻟﱵ ﰎ ﺇﻋـﺪﺍﺩﻫﺎ‬
‫ﻠﻬﺎ‪ ،‬ﰒ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬
‫ﲢﻠﻴﻞ ﺍﻷﻋﻤﺎﻝ‪:‬‬
‫ﻜﻞ)‪ :(٧‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﺪﺧﲔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻋﱪﺕ ﻋﻦ ﺫﻟﻚ ﺑﺄﺳﻠﻮﺏ ﳑﺘﺎﺯ ﻓﺎﺧﺘﺎﺭﺕ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﻟﺼﻮﺭ ﺑﺪﻗﺔ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ ﻭﲢﺪﻳﺪ ﻣﺴﺎﺭ ﺍﻟﺮﺅﻳﺔ‪ ،‬ﻛﻤـﺎ ﲤﻴـﺰﺕ‬
‫ﻮﺭﻫﺎ ﺑﺄ‪‬ﺎ ﻋﻀﻮﻳﺔ ﻭﺑﺴﻴﻄﺔ‪ ،‬ﺣﻘﻘﺖ ﺍﳌﻠﻤﺲ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻘﻄﺔ ﻭﺍﻟﻠﻮﻥ‪ ،‬ﻭﺃﻛﺪﺕ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ‬
‫ﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺍﻍ ﻣﻦ ﺣﻮﻟﻪ‪ ،‬ﻛﺎﻧﺖ ﺍﻷﻟﻮﺍﻥ ﻣﻨﺎﺳﺒﺔ ﳌﻮﺿﻮﻉ ﺍﻹﻋﻼﻥ ﻭﺗﻌﻜﺲ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﻟﻨﺎﺑﻌـﺔ‬
‫ﻬﺎ ﻭﻛﺬﻟﻚ ﻧﻼﺣﻆ ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻧﻮﻉ ﺍﳋﻂ ﺍﳌﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ‪ ،‬ﺣﻘﻘـﺖ ﺍﻻﺗـﺰﺍﻥ ﰲ‬
‫ﻜﻮﻳﻦ ﻣﻊ ﺍﻟﻮﺣﺪﺓ ﻭﺍﻟﺘﻨﺎﺳﺐ‪ ،‬ﻭﻧﻼﺣﻆ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻮﺍﺿﺢ ﺑﲔ ﺍﻷﺭﺿﻴﺔ ﻭﺍﻟﻌﻨﺎﺻﺮ ﻣﻊ ﺍﻟﺘﺘﺎﺑﻊ ﰲ ﺍﻟﻌﻨﺎﺻـﺮ‪،‬‬
‫ﲢﻘﻴﻖ ﺍﻟﺴﻴﺎﺩﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺼﻮﺭﺓ(‪ ،‬ﻛﻤﺎ ﳒﺪ ﺃﻥ ﺍﻹﻋﻼﻥ ﻣﻼﺋﻢ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﻳﺴﺎﻋﺪ‬
‫ﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺣﺴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻭﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ‪.‬‬

‫ﺷﻜﻞ )‪(٧‬‬

‫ﻜﻞ )‪ :(٨‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺼﻼﺓ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟﺼﻮﺭ ﺍﻟﻌﻀﻮﻳﺔ ﻭﺍﳍﻨﺪﺳﻴﺔ ﺑـﺸﻜﻞ‬
‫ﺳﺎﺳﻲ ﻣﻊ ﺇﺿﺎﻓﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺸﻜﻞ ﻣﺒﺴﻂ ﻭﺑﺎﺭﺯ‪ ،‬ﺍﻷﻟﻮﺍﻥ ﺟﻴﺪﺓ ﻭﺗﻌﻜﺲ ﻣﻮﺿﻮﻉ ﺍﻹﻋﻼﻥ ﺑﺸﻜﻞ ﺟﻴـﺪ‪،‬‬
‫ﻼﺣﻆ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﲢﺪﻳﺪ ﻫﻴﺌﺎﺕ ﺍﻷﺷﻜﺎﻝ ﻭﺗﻮﺟﻴﻪ ﻋﲔ ﺍﳌﺘﻠﻘﻲ ﳌﺴﺎﺭ ﳏﺪﺩ‪ ،‬ﻣﻊ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺮﺍﻍ ﺣﻮﻝ ﺍﻟﻌﻨﺎﺻﺮ ﻟﺘﺮﺍﺑﻄﻬﺎ ﻭﺇﺑﺮﺍﺯﻫﺎ‪ ،‬ﺃﻳﻀﺎ ﺍﺳﺘﺨﺪﻣﺖ ﺗﺄﺛﲑ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﰲ ﺑﻌـﺾ ﺍﳌﻨـﺎﻃﻖ ﻣـﻦ‬
‫ﻋﻼﻥ‪ ،‬ﻧﻼﺣﻆ ﲢﻘﻖ ﺍﻻﺗﺰﺍﻥ ﻭﺍﻟﺘﺘﺎﺑﻊ ﻭﺍﻟﺘﻨﺎﺳﺐ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻭﺗﺘﺤﻘﻖ ﺍﻟﻮﺣﺪﺓ ﻣـﻦ ﺧـﻼﻝ ﺍﻟﻠـﻮﻥ‪،‬‬
‫ﻋﻼﻥ ﻣﻼﺋﻢ ﻟﻐﺮﺿﻪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻭﳒﺪ ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ ﲟـﺎ‬
‫ﻘﻖ ﺍﳍﺪﻑ ﻣﻨﻪ‪.‬‬

‫ﺷﻜﻞ )‪(٨‬‬

‫ﻜﻞ)‪ :(٩‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﺪﺧﲔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﳒﺪ ﻫﻨﺎ ﺃﻥ ﺍﻟﻄﺎﻟﺒﺔ ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﻀﻮﻳﺔ‬
‫ﻊ ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺗﺼﻤﻴﻤﻬﺎ‪ ،‬ﺍﻷﻟﻮﺍﻥ ﺟﻴﺪﺓ ﻭﻟﻜﻦ ﻟﻮﻥ ﺍﻟﺸﻌﺎﺭ ﺍﳌﺴﺘﺨﺪﻡ ﻏﲑ ﻣﻨﺎﺳﺐ ﻧﻮﻋﺎ ﻣﺎ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻜﺘﺎﺑﺔ‬
‫ﺧﺘﻴﺎﺭ ﺍﳋﻂ ﻛﺎﻥ ﺟﻴﺪﺍ ﻟﻜﻦ ﻣﻮﻗﻊ ﺍﻟﻜﺘﺎﺑﺔ ﻟﻮ‪‬ﺎ ﱂ ﻳﻜﻦ ﻣﻮﻓﻘﺎ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﲢﻘﻖ ﻓﻴﻪ ﺍﻻﺗﺰﺍﻥ ﻭﺍﻟﻮﺣﺪﺓ ﺑـﲔ‬
‫ﻨﺎﺻﺮ ﻣﻊ ﺍﻟﺴﻴﺎﺩﺓ‪ ،‬ﻭﳒﺪ ﺃﻧﻪ ﻣﻼﺋﻢ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻭﻧﻼﺣﻆ ﺣـﺴﻦ ﺍﺧﺘﻴـﺎﺭ‬
‫ﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻟﻜﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ ﻛﺎﻧﺖ ﺃﻗﻞ ﻣﻨﻬﺎ‪.‬‬

‫ﺷﻜﻞ )‪(٩‬‬
‫ﻜﻞ )‪ :(١٠‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺑﺮ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻋﱪﺕ ﻋﻦ ﺫﻟﻚ ﺑﺄﺳﻠﻮﺏ ﺟﻴﺪ ﻧﻮﻉ ﻣـﺎ‪،‬‬
‫ﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺮﻣﺰﻳﺔ‪ ،‬ﺍﺳﺘﺨﺪﻣﺖ ﺍﳋﻂ ﻟﺘﺤﺪﻳﺪ ﻫﻴﺌﺎﺕ ﺍﻷﺷﻜﺎﻝ‪ ،‬ﻭﺍﳌﻠﻤﺲ ﲢﻘﻖ ﰲ ﺍﳋﻠﻔﻴـﺔ‬
‫ﻦ ﺧﻼﻝ ﺍﻟﻨﻘﻂ ﻭﺍﺧﺘﻼﻑ ﺩﺭﺟﺎﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪ ،‬ﺍﻟﻔﺮﺍﻍ ﺣﻮﻝ ﺍﻟﻌﻨﺎﺻﺮ ﻛﺒﲑ ﺟﺪﺍ ﻭﻻ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﺘﺮﺍﺑﻂ‬
‫ﻬﺎ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟﻠﻮﻥ ﺍﻷﺑﻴﺾ ﻭﺍﻷﺳﻮﺩ ﻭﺍﻟﺮﻣﺎﺩﻱ ﻓﻘﻂ‪ ،‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻜﺘﺎﺑﺔ ﻓﻘﺪ ﻛﺎﻧﺖ ﺍﳊـﺮﻭﻑ‬
‫ﻌﺔ ﻣﻊ ﺍﻟﺘﻨﻮﻉ ﰲ ﺣﺠﻤﻬﺎ ﻭﻧﻮﻉ ﺍﳋﻂ ﺍﳌﺴﺘﺨﺪﻡ‪ ،‬ﻧﻼﺣﻆ ﺍﻟﺘﺒﺎﻳﻦ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ ﻭﻟﻮﻥ ﺍﻷﺭﺿﻴﺔ‪ ،‬ﺍﻹﻋﻼﻥ‬
‫ﺑﺄﺱ ﺑﻪ ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻼﺀﻣﺘﻪ ﻟﻠﻐﺮﺽ ﻣﻨﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﳊﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳـﺔ‬
‫ﻜﻨﻪ ﻻ ﳚﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻄﻠﻮﺏ‪.‬‬

‫ﺷﻜﻞ )‪(١٠‬‬

‫ﻜﻞ)‪ :(١١‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﺪﺧﲔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻋﱪﺕ ﻋﻦ ﺫﻟﻚ ﺑﺄﺳـﻠﻮﺏ ﳑﺘـﺎﺯ ﻓﺎﺧﺘـﺎﺭﺕ‬
‫ﻨﺎﺻﺮ ﻭﺍﻟﺼﻮﺭ ﺑﺸﻜﻞ ﺟﻴﺪ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﲢﺪﻳﺪ ﻣﺴﺎﺭ ﺍﻟﺮﺅﻳﺔ‪ ،‬ﻛﻤﺎ ﲤﻴﺰﺕ ﺍﻷﺷﻜﺎﻝ ﺑﺄ‪‬ـﺎ‬
‫ﻀﻮﻳﺔ ﻭﺑﺴﻴﻄﺔ‪ ،‬ﲢﻘﻖ ﺍﳌﻠﻤﺲ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻘﻄﺔ ﻭﺍﻟﻠﻮﻥ‪ ،‬ﻛﺎﻧﺖ ﺍﻷﻟﻮﺍﻥ ﻣﻨﺎﺳـﺒﺔ ﳌﻮﺿـﻮﻉ ﺍﻹﻋـﻼﻥ‬
‫ﻌﻜﺲ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻨﻬﺎ ﻭﲤﻴﻴﺰ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﺧﻼﻝ ﺗﺄﺛﲑﺍﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪ ،‬ﻛﺬﻟﻚ ﻧﻼﺣـﻆ‬
‫ﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻧﻮﻉ ﺍﳋﻂ ﺍﳌﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﻣﻊ ﺗﺄﺛﲑﺍﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﺍﻟﻔﺮﺍﻍ ﻣﻦ‬
‫ﻮﳍﺎ‪ ،‬ﻭﺃﻛﺪﺕ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺍﻍ ﻣﻦ ﺣﻮﻟﻪ‪ ،‬ﺣﻘﻘﺖ ﺍﻻﺗﺰﺍﻥ ﰲ ﺍﻟﺘﻜـﻮﻳﻦ ﻣـﻊ‬
‫ﻮﺣﺪﺓ ﻭﺍﻟﺘﻨﺎﺳﺐ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺴﻴﺎﺩﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺸﻜﻞ ﺍﳌﺴﺘﺨﺪﻡ(‪ ،‬ﻛﻤـﺎ‬
‫ﺪ ﺃﻥ ﺍﻹﻋﻼﻥ ﻣﻼﺋﻢ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺣـﺴﻦ ﺍﻟﺘـﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴـﺬ‬
‫ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ‪.‬‬
 ‫ﺷﻜﻞ )‪(١١‬‬

‫ﻜﻞ )‪ :(١٢‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻮﺑﺔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻧﻼﺣﻆ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠـﻰ ﺍﳋـﻂ ﻭﺍﻟـﺼﻮﺭﺓ ﰲ‬
‫ﺼﻤﻴﻢ‪ ،‬ﺍﺳﺘﺨﺪﻣﺖ ﺍﳋﻂ ﻟﺘﻨﻈﻴﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ ﻭﲢﺪﻳﺪ ﻣﺴﺎﺭ ﺍﻟﺮﺅﻳﺔ‪ ،‬ﺍﻟﺼﻮﺭ ﻛﺎﻧـﺖ ﻋـﻀﻮﻳﺔ‬
‫ﺪﺳﻴﺔ‪ ،‬ﲢﻘﻖ ﺍﳌﻠﻤﺲ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻮﻥ ﻭﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻼﺗﺮ ﰲ ﺍﳋﻠﻔﻴﺔ‪ ،‬ﰎ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻈﻞ ﻭﺍﻟﻨﻮﺭ ﺑﺪﺭﺟﺎﺕ ﻣﺘﻔﺎﻭﺗﺔ ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻟﻮﺍﻥ ﻓﻠﻢ ﲣﺪﻡ ﺍﳌﻮﺿﻮﻉ ﺑﺸﻜﻞ ﺟﻴﺪ‪ ،‬ﺍﻟﻜﺘﺎﺑﺔ ﻛﺎﻧﺖ ﻣﻨﺎﺳﺒﺔ‬
‫ﻋﺎ ﻣﺎ ﻭﻟﻜﻦ ﱂ ﺗﱪﺯ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﲢﻘﻖ ﺍﻻﺗﺰﺍﻥ ﻭﺍﻹﻳﻘﺎﻉ ﻣﻊ ﺍﻟﺘﻨﻮﻉ ﻭﺍﻟﺘﺘﺎﺑﻊ ﰲ ﻫـﺬﺍ ﺍﻟﺘـﺼﻤﻴﻢ‪،‬‬
‫ﻋﻼﻥ ﻣﻨﺎﺳﺐ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﻟﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﳋﻄﻮﻁ ﱂ ﻳﻜﻦ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ ﺟﺪﺍ‪.‬‬

‫ﺷﻜﻞ )‪(١٢‬‬
‫ﻜﻞ )‪ :(١٣‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﺪﺧﲔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻋﱪﺕ ﻋﻦ ﺫﻟﻚ ﺑﺄﺳﻠﻮﺏ ﳑﺘـﺎﺯ ﻓﺎﺧﺘـﺎﺭﺕ‬
‫ﻨﺎﺻﺮ ﻭﺍﻟﺼﻮﺭ ﺑﺪﻗﺔ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ ﻭﲢﺪﻳـﺪ ﻫﻴﺌـﺎﺕ ﺍﻷﺷـﻜﺎﻝ‬
‫ﻮﺟﻴﻪ ﻣﺴﺎﺭ ﺍﻟﺮﺅﻳﺔ‪ ،‬ﺍﻟﺼﻮﺭ ﻛﺎﻧﺖ ﻋﻀﻮﻳﺔ ﺑﺴﻴﻄﺔ‪ ،‬ﺃﻛﺪﺕ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺍﻍ ﻣﻦ‬
‫ﻮﻟﻪ ﻣﻊ ﺍﻟﺘﻐﻴﲑ ﰲ ﺩﺭﺟﺎﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪ ،‬ﻛﺎﻧﺖ ﺍﻷﻟﻮﺍﻥ ﻣﻨﺎﺳﺒﺔ ﺟﺪﺍ ﳌﻮﺿﻮﻉ ﺍﻹﻋﻼﻥ ﻭﺗﻀﻴﻒ ﺍﻟﻮﺍﻗﻌﻴﺔ‬
‫ﻊ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻨﻬﺎ‪ ،‬ﻧﻼﺣﻆ ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻧﻮﻉ ﺍﳋﻂ ﺍﳌﺴﺘﺨﺪﻡ ﻓﻴﻬـﺎ‪،‬‬
‫ﻘﻖ ﺍﻻﺗﺰﺍﻥ ﰲ ﺍﻟﺘﻜﻮﻳﻦ ﻣﻊ ﺍﻟﻮﺣﺪﺓ ﻭﺍﻟﺘﻨﺎﺳﺐ‪ ،‬ﺍﻟﺘﺒﺎﻳﻦ ﻳﺘﺠﻠﻰ ﺑﲔ ﺍﻷﺭﺿـﻴﺔ ﻭﺍﻟﻌﻨﺎﺻـﺮ ﻣـﻊ ﺍﻟﺘﺘـﺎﺑﻊ‬
‫ﻹﻳﻘﺎﻉ ﰲ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﲢﻘﻘﺖ ﺍﻟﺴﻴﺎﺩﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺼﻮﺭﺓ(‪ ،‬ﻛﻤﺎ ﳒﺪ ﺃﻥ ﺍﻹﻋﻼﻥ ﻣﻼﺋﻢ‬
‫ﻐﺮﺽ ﻣﻨﻪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺣﺴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻭﺣﺴﻦ ﺍﺧﺘﻴـﺎﺭ ﺍﻟﻌﻨﺎﺻـﺮ‬
‫ﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ‪.‬‬

‫ﺷﻜﻞ )‪(١٣‬‬

‫ﻜﻞ)‪ :(١٤‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﺪﺧﲔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻋﱪﺕ ﻋﻦ ﺫﻟﻚ ﺑﺄﺳـﻠﻮﺏ ﳑﺘـﺎﺯ ﻓﺎﺧﺘـﺎﺭﺕ‬
‫ﻨﺎﺻﺮ ﻭﺍﻟﺼﻮﺭ ﻭﺍﳋﻄﻮﻁ ﺑﺸﻜﻞ ﺟﻴﺪ‪ ،‬ﲤﻴﺰﺕ ﺍﻷﺷﻜﺎﻝ ﺑﺄ‪‬ﺎ ﻋﻀﻮﻳﺔ ‪ -‬ﻫﻨﺪﺳﻴﺔ ﻭﺑـﺴﻴﻄﺔ‪ ،‬ﻛﺎﻧـﺖ‬
‫ﻟﻮﺍﻥ ﻣﻨﺎﺳﺒﺔ ﳌﻮﺿﻮﻉ ﺍﻹﻋﻼﻥ ﻭﲣﺪﻡ ﺍﳍﺪﻑ ﻣﻨﻪ ﻛﻤﺎ ﺗﻌﻜﺲ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻨـﻬﺎ ﻭﲤﻴﻴـﺰ‬
‫ﻨﺎﺻﺮ ﻣﻦ ﺧﻼﻝ ﺗﺄﺛﲑﺍﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪ ،‬ﻛﺬﻟﻚ ﻧﻼﺣﻆ ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻧـﻮﻉ ﺍﳋـﻂ‬
‫ﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﻣﻊ ﺗﺄﺛﲑﺍﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﺍﻟﻔﺮﺍﻍ ﻣﻦ ﺣﻮﳍﺎ‪ ،‬ﲢﻘﻖ ﺍﻻﺗﺰﺍﻥ ﰲ ﺍﻟﺘﻜـﻮﻳﻦ ﻣـﻊ‬
‫ﻮﺣﺪﺓ ﻭﺍﻟﺘﻨﺎﺳﺐ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻭﺍﻟﺘﻨﻮﻉ ﻣﻦ ﺧﻼﻝ ﺍﳋﻂ ﻭﺍﻟﻠﻮﻥ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻛﻤﺎ ﳒﺪ‬
‫ﺍﻹﻋﻼﻥ ﻣﻼﺋﻢ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺣﺴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻭﺣـﺴﻦ‬
‫ﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ‪.‬‬
 ‫ﺷﻜﻞ )‪(١٤‬‬

‫ﻜﻞ )‪ :(١٥‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻮﺑﺔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟـﺼﻮﺭ ﺍﻟﻌـﻀﻮﻳﺔ ﻭﺍﻟﻜﺘﺎﺑـﺔ ﰲ‬
‫ﺼﻤﻴﻢ‪ ،‬ﺍﻟﻔﺮﺍﻍ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ ﺟﻴﺪ ﻭﳛﻘﻖ ﺍﻟﺘﺮﺍﺑﻂ ﻣﻊ ﺇﺑﺮﺍﺯ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻹﻋﻼﻥ‪ ،‬ﻛﺬﻟﻚ ﳒـﺪ‬
‫ﲑﺍﺕ ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ ﺍﳌﺘﻨﻮﻋﺔ ﰲ ﺍﻷﺭﺿﻴﺔ ﻭﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺟﻴﺪﺓ ﻭﲣﺪﻡ ﺍﳌﻮﺿـﻮﻉ‬
‫ﻊ ﻃﻮﺍﻋﻴﺔ ﺍﳊﺮﻭﻑ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺒﲑ ﻭﺍﻟﺼﻐﲑ ﻣﻨﻬﺎ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻮﻗﻊ ﻛﻼ ﻣﻨـﻬﺎ‪ ،‬ﳒـﺪ ﺍﻻﺗـﺰﺍﻥ‬
‫ﻟﻮﺣﺪﺓ ﺑﲔ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﻛﺬﻟﻚ ﺍﻟﺘﻨﻮﻉ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﻭﻧﻮﻉ ﺍﳋﻂ ﺍﳌﺴﺘﺨﺪﻡ ﻭﺣﺠﻤـﻪ‪ ،‬ﺍﻹﻋـﻼﻥ‬
‫ﻼﺋﻢ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻭﳒﺪ ﺣﺴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻣﻊ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺑﺄﻛﱪ ﻗﺪﺭ ﻣﻦ‬
‫ﻜﺎﻧﺎﺕ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ ،Photoshop‬ﻛﻤﺎ ﳒﺪ ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ ﲟﺎ‬
‫ﻘﻖ ﺍﳍﺪﻑ ﻣﻨﻪ‪.‬‬

‫ﺷﻜﻞ )‪(١٥‬‬
‫ﻜﻞ )‪ :(١٦‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺼﺪﺍﻗﺔ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻣﻊ ﺻﻮﺭﺓ‬
‫ﻀﻮﻳﺔ ﺑﺴﻴﻄﺔ‪ ،‬ﻧﻼﺣﻆ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻮﺍﺿﺢ ﻟﻠﻈﻞ ﻭﺍﻟﻨﻮﺭ ﰲ ﺍﻷﺭﺿﻴﺔ ﻣﻊ ﺍﻹﳛﺎﺀ ﺑﺎﻟﺒﻌﺪ ﺍﻟﺜﺎﻟﺚ ﻣـﻦ ﺧﻼﳍـﺎ‪،‬‬
‫ﺬﻟﻚ ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻌﻤﻖ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺍﻟﺴﻔﻠﻰ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺘﻨﻮﻉ ﰲ ﺣﺠﻢ ﻭﻧـﻮﻉ ﺍﳋـﻂ‬
‫ﺴﺘﺨﺪﻡ‪ ،‬ﺍﻷﻟﻮﺍﻥ ﻣﻨﺎﺳﺒﺔ ﻧﻮﻋﺎ ﻣﺎ‪ ،‬ﻭﻣﻌﱪﺓ ﺑﺸﻜﻞ ﻣﻘﺒﻮﻝ‪ ،‬ﻧﻼﺣﻆ ﺍﻟﻮﺣﺪﺓ ﰲ ﺍﻟﻠﻮﻥ ﻭﺍﻻﺗﺰﺍﻥ ﰲ ﺍﻟﺘﻜﻮﻳﻦ‬
‫ﻊ ﲢﻘﻴﻖ ﺍﻟﺴﻴﺎﺩﺓ ﺃﻳﻀﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻮﻥ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺍﻹﻋﻼﻥ ﻣﻨﺎﺳﺐ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻭﺍﻷﻟﻮﺍﻥ ﺗﺴﺎﻋﺪ ﻋﻠـﻰ‬
‫ﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ‪.‬‬

‫ﺷﻜﻞ )‪(١٦‬‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪:‬‬
‫ﻨﺘﺎﺋﺞ‪:‬‬
‫ﺪ ﺃﻥ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﺤﻠﻴﻞ ﺇﻋﻼﻧﺎﺕ ﺍﻟﻄﺎﻟﺒﺎﺕ‪ ،‬ﻭﺗﻌﺒﺌﺔ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﻌﺪﺓ ﻣﺴﺒﻘﹰﺎ ﻣﻦ ﻗﺒﻞ‬
‫ﺔ ﻭﲢﻠﻴﻠﻬﺎ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﺗﻮﺻﻠﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﻧﺘﺎﺋﺞ ﲢﻘﻖ ﻣﻦ ﺧﻼﳍﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺽ‪،‬‬
‫ﻳﻠﻲ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺣﻴﺚ )ﻉ(‪ :‬ﲤﺜﻞ ﺍﻟﻌﺪﺩ‪) ،‬ﻥ( ﲤﺜﻞ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‪:‬‬
 ‫ﺽ‬ ‫ﻝ‬ ‫ﺝ‬ ‫ﺝﺝ‬ ‫ﻡ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﻥ‬ ‫ﻉ‬ ‫ﻥ‬ ‫ﻉ‬ ‫ﻥ‬ ‫ﻉ‬ ‫ﻥ‬ ‫ﻉ‬ ‫ﻥ‬ ‫ﻉ‬ ‫ﺘﻘﻴﻴﻢ‬

‫ﺍﻷﻭﻝ‪ :‬ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‪:‬‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫ﻨﻘﻄﺔ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٦٠‬‬ ‫‪٦‬‬ ‫ﳋﻂ‬

‫ﺸﻜﻞ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬
‫ﺭﺓ‪/‬ﺍﻟﺮﻣﺰ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫ﻠﻤﺲ‬

‫ﻔﺮﺍﻍ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬
‫ﺭﺿﻴﺔ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫ﻭﺍﻟﻨﻮﺭ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٧٠‬‬ ‫‪٧‬‬ ‫ﻠﻮﻥ‬
 ‫ﻨﺎﺻﺮ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬ ‫‪٦٠‬‬ ‫‪٦‬‬
‫ﻜﺘﺎﺑﻴﺔ‬

‫ﺍﻟﺜﺎﱐ‪ :‬ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‪:‬‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٨٠‬‬ ‫‪٨‬‬ ‫ﻻﺗﺰﺍﻥ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٦٠‬‬ ‫‪٦‬‬ ‫ﻮﺣﺪﺓ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫ﻨﺎﺳﺐ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫ﺘﺒﺎﻳﻦ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫ﺘﺘﺎﺑﻊ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫ﻹﻳﻘﺎﻉ‬

‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٣٠‬‬ ‫‪٣‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬ ‫ﺴﻴﺎﺩﺓ‬

‫ﺍﻟﺜﺎﻟﺚ‪ :‬ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪:‬‬

‫ﻼﺀﻣﺘﻪ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٧٠‬‬ ‫‪٧‬‬ ‫ﻐﺮﺽ‬
‫ﺸﻮﺩ ﻣﻨﻪ‬

‫ﺏ ﺍﻧﺘﺒﺎﻩ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٦٠‬‬ ‫‪٦‬‬
‫ﺮﺍﺋﻲ‬
 ‫ﺮﺍﻋﺎﺓ‬
‫ﺣﺴﻦ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٦٠‬‬ ‫‪٦‬‬
‫ﺼﻤﻴﻢ‬
‫ﻟﺘﻨﻔﻴﺬ‬
‫ﻼﺀﻣﺘﻪ‬
‫ﻤﻜﺎﻥ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٤٠‬‬ ‫‪٤‬‬ ‫‪١٠‬‬ ‫‪١‬‬ ‫‪٥٠‬‬ ‫‪٥‬‬
‫ﻟﺬﻱ‬
‫ﺿﻊ ﻓﻴﻪ‬

‫ﻦ ﺍﺧﺘﻴﺎﺭ‬
‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٠‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٢٠‬‬ ‫‪٢‬‬ ‫‪٦٠‬‬ ‫‪٦‬‬
‫ﻌﻨﺎﺻﺮ‬

‫ﻧﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺃﻧﻪ ﳝﻜﻦ ﺇﺛﺮﺍﺀ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋـﻼﱐ ﻣـﻦ‬
‫ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ‪ ،‬ﻓﻘـﺪ ﺃﺟـﺎﺩﺕ ﺍﻟﻄﺎﻟﺒـﺎﺕ ﺍﺳـﺘﺨﺪﺍﻡ ﺑﺮﻧـﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷـﻮﺏ‬
‫‪ Photos‬ﲟﺎ ﳜﺪﻡ ﻋﻨﺎﺻﺮ ﻭﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﻛﺬﻟﻚ ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﻳﺘﻀﺢ ﺫﻟـﻚ‬
‫ﻼﻝ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻜﻞ ﳏﻮﺭ‪.‬‬

‫ﺐ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺽ ‪:‬‬

‫ﳝﻜﻦ ﺇﺛﺮﺍﺀ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻦ ﺧﻼﻝ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳـﺐ‬
‫ﻭ‪‬ﺬﺍ ﺃﺛﺒﺘﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩ ﺍﺳﺘﺜﻤﺎﺭ ﺗﻠﻚ ﺍﻟﱪﺍﻣﺞ ﻭﺗﻮﻇﻴﻔﻬﺎ ﻟﺼﺎﱀ ﺍﻟﻄﻠﺒﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻛﻠﻤﺎ‬
‫ﺖ ﻧﺴﺒﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻔﲏ ﳍﺆﻻﺀ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﺣﻴﺚ ﺃﺗﺎﺡ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ ‪ Photoshop‬ﻓﺮﺻﺔ‬
‫ﻮﻝ ﻋﻠﻰ ﺗﺼﻤﻴﻤﺎﺕ ﻣﺴﺘﺤﺪﺛﺔ ﻭ ﻣﺘﻨﻮﻋﺔ ﻭﰲ ﻭﻗﺖ ﳏﺪﻭﺩ‪ ،‬ﻭﺃﻥ ﺗﻮﻇﻴﻒ ﺍﻟﱪﻧﺎﻣﺞ ﻳﺘﻴﺢ ﻓﺮﺻﺎ ﻛـﺒﲑﺓ‬
‫ﻳﺐ ﻭﻣﺸﺎﻫﺪﺓ ﺍﻟﺒﺪﺍﺋﻞ ﻭﻳﻮﻓﺮ ﻣﻦ ﺍﻟﻔﺎﻗﺪ ﺍﻟﺰﻣﲏ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‬
‫ﻋﻼﻥ ﺗﺘﻮﻓﺮ ﻣﻌﺎﳉﺎﺕ ﺟﺪﻳﺪﺓ ﻟﻌﻨﺎﺻﺮ ﱂ ﺗﻜﻦ ﳑﻜﻨﺔ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺇﱃ ﺇﺛـﺎﺭﺓ ﺧﻴـﺎﻝ ﺍﻟﻄـﻼﺏ‬
‫‪‬ﻢ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪.‬‬
 ‫ﺘﻮﺻﻴﺎﺕ‪:‬‬
‫ﺻﻲ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﻵﰐ‪:‬‬
‫ﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﻟﺘﻘﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳍﻢ‪.‬‬
‫ﻠﻴﻢ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪.‬‬
‫ﳘﻴﺔ ﺗﺪﺭﻳﺐ ﺍﻟﻄﻼﺏ ﻭﻣﻌﻠﻤﻲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﻟﺮﺳﻮﻡ ﺍﳉﺎﻫﺰﺓ ﻟﻼﺳـﺘﻔﺎﺩﺓ ﻣﻨـﻬﺎ ﰲ‬
‫ﻄﺒﻴﻘﺎ‪‬ﻢ‪.‬‬
‫ﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﻟﺮﺳﻢ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻣﻮﺍﻛﺒﺔ ﺗﻄﻮﺭ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳـﺐ ﺍﻵﱄ ﻭﺍﺳـﺘﺨﺪﺍﻣﻪ ﻛﺄﺣـﺪ ﺍﻷﺩﻭﺍﺕ‬
‫ﺴﺘﺨﺪﻣﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫ﺪﺍﺩ ﻣﻌﺎﻣﻞ ﻣﺘﺨﺼﺼﺔ ﺑﺎﳊﺎﺳﺐ ﺍﻵﱄ ﻭﺗﻮﻓﲑ ﺍﻷﺟﻬﺰﺓ ﺍﳌﺘﻄﻮﺭﺓ ﺍﻟﱵ ﺗﺴﺘﻮﻋﺐ ﺍﺳـﺘﺨﺪﺍﻣﺎﺕ ﺍﻟـﱪﺍﻣﺞ‬
‫ﳉﺮﺍﻓﻴﻜﻴﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬
‫ﻴﺎﻡ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﱪﺍﻣﺞ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺎ‪‬ﺎ ﻭ ﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﳎﺎﻝ‬
‫ﺼﻤﻴﻢ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻭﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﺑﺸﻜﻞ ﺧﺎﺹ‪.‬‬
 ‫ﺍﳌﺮﺍﺟـــــــــــﻊ‬

‫ﺍﳌﺮﺍﺟـﻊ ﺍﻟﻌـﺮﺑﻴﺔ‪:‬‬

‫ﻜﺘﺐ‪:‬‬

‫ﻮ ﲰﺎﺣﺔ‪ ،‬ﻛﻤﺎﻝ ﻭﺁﺧﺮﻭﻥ )‪١٩٩٢‬ﻡ(‪ :‬ﺗﺮﺑﻴﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ‪.‬‬
‫ﳊﺎﻣﺪ‪ ،‬ﳏﻤﺪ ﺑﻦ ﻣﻌﺠﺐ ﻭﺁﺧﺮﻭﻥ )‪١٤٢٦‬ﻫـ(‪ :‬ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺒﺔ‬
‫ﺮﺷﺪ ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫ﺠﻨﺔ ﺍﻟﻌﻠﻴﺎ ﻟﺴﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ )‪١٣٩٠‬ﻫـ(‪ :‬ﻭﺛﻴﻘﺔ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﻤﻠﻜﺔ ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ‪.‬‬
‫ﻭﻱ‪ ،‬ﺃﲪﺪ ﺯﻛﻲ ﻭ ﳏﻤﻮﺩ‪ ،‬ﺻﺪﻳﻘﺔ ﻳﻮﺳﻒ )‪١٩٩١‬ﻡ(‪ :‬ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﺍﳌﻴﺴﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘـﺎﺏ‬
‫ﺼﺮﻱ‪ -‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻠﺒﻨﺎﱐ‪.‬‬
‫ﺎﺽ‪ ،‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٩٥‬ﻡ(‪ :‬ﺍﻟﺘﻜﻮﻳﻦ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴـﺔ‪ ،‬ﺍﻟﻄﺒﻌـﺔ‬

‫ﺎﻟﺜﺔ‪.‬‬

‫ﻴﺴﺎﱂ‪ ،‬ﻛﻤﺎﻝ ﺳﺎﱂ)‪٢٠٠٢‬ﻡ(‪ :‬ﻣﻮﺳﻮﻋﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻭﺍﻟﺘﺄﻫﻴﻞ ﺍﻟﻨﻔـﺴﻲ‪ ،‬ﺍﻟﻌـﲔ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘـﺎﺏ‬

‫ﳉﺎﻣﻌﻲ‪.‬‬

‫ﻮﻗﻲ‪ ،‬ﺇﲰﺎﻋﻴﻞ)‪١٩٩٩‬ﻡ(‪ :‬ﺍﻟﻔﻦ ﻭﺍﻟﺘﺼﻤﻴﻢ ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻄﺒﻌﺔ ﺍﻟﻌﻤﺮﺍﻧﻴﺔ‪.‬‬

‫ﱪﻱ‪ ،‬ﻣﺎﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ :‬ﺍﳌﻮﺳﻮﻋﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪ :‬ﻣﻜﺘﺒـﺔ‬

‫ﺮﺷﺪ‪.‬‬

‫ﺪ ﺍﳊﻠﻴﻢ‪ ،‬ﻓﺘﺢ ﺍﻟﺒﺎﺏ ﻭﺁﺧﺮﻭﻥ )‪١٩٩٤‬ﻡ(‪ :‬ﺍﻟﺘﺼﻤﻴﻢ ﰲ ﺍﻟﻔﻦ ﺍﻟﺘﺸﻜﻴﻠﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪.‬‬

‫ﻋﺒﺪ ﺍﳌﻌﻄﻲ‪ ،‬ﻋﻠﻲ )‪١٩٨٥‬ﻡ(‪ :‬ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﲏ ﻭﺗﺬﻭﻕ ﺍﻟﻔﻨﻮﻥ‪ ،‬ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬

‫ﻣﻨﺪﻳﻞ‪ ،‬ﻋﺒﺪ ﺍﳉﺒﺎﺭ )‪١٩٨٣‬ﻡ(‪ :‬ﺍﻹﻋﻼﻥ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﺑﻐﺪﺍﺩ‪ :‬ﻣﻄﺒﻌﺔ ﺍﻹﺭﺷﺎﺩ‪.‬‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ )‪٢٠٠٦‬ﻡ(‪ :‬ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ‪ ،‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ :‬ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ‪ -‬ﺑﻨﺎﺕ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪.‬‬
 ‫ﺮﺳﺎﺋﻞ ﺍﳉﺎﻣﻌﻴﺔ ) ﺩﻛﺘﻮﺭﺍﻩ – ﻣﺎﺟﺴﺘﲑ (‪:‬‬

‫ﺃﲪﺪ‪ ،‬ﻋﺒﲑ ﻋﺎﺩﻝ )‪١٩٩٧‬ﻡ(‪ :‬ﺍﻟﺘﺼﻤﻴﻢ ﺑﺎﳌﺸﺎﺭﻛﺔ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﻓﺎﻋﻠﻴـﺔ ﺍﳌﻠـﺼﻖ ﺍﻹﻋـﻼﱐ‪ ،‬ﺭﺳـﺎﻟﺔ‬
‫ﺟﺴﺘﲑ‪ ،‬ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬
‫ﺍﻟﺪﺧﻴﻞ‪ ،‬ﻫﻨﺪ ﻋﻠﻲ )‪٢٠٠٧‬ﻡ(‪:‬ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﻋﺪﺍﺩ ﺗﺼﻤﻴﻤﺎﺕ ﺯﺧﺮﻓﻴﻪ ﻣﺒﺘﻜـﺮﺓ ﻣـﻦ‬
‫ﺧﺎﺭﻑ ﺍﻷﻃﺒﺎﻕ ﺍﳋﺰﻓﻴﺔ ﻟﻠﻌﺼﺮ ﺍﻟﻌﺜﻤﺎﱐ ﺍﻟﺘﺮﻛﻲ‪ ،‬ﲝﺚ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭ‪ .‬ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴـﺔ‪-‬ﻛﻠﻴـﺔ‬
‫ﺮﺑﻴﺔ‪ .‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪.‬‬
‫ﺍﻟﺴﻮﻳﻔﻲ‪ ،‬ﺭﱘ ﻓﺆﺍﺩ )‪٢٠٠٣‬ﻡ(‪ :‬ﺗﻮﻇﻴﻒ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺗﻘﻨﻴـﺎﺕ ﺍﻟﻜـﻮﻻﺝ ﻛﻌﺎﻣـﻞ‬

‫ﺳﺎﺳﻲ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬

‫ﺍﻟﻌﺪﻭﻱ‪ ،‬ﺩﺍﻟﻴﺎ ﺣﺴﲏ )‪٢٠٠٤‬ﻡ(‪ :‬ﺇﻋﺪﺍﺩ ﺑﺮﻧﺎﻣﺞ ﻛﻤﺒﻴﻮﺗﺮ ﻛﻮﺳﻴﻠﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺍﻟﻔـﻦ‬

‫ﺸﻜﻴﻠﻲ ﻟﺪﻯ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬

‫ﺍﻟﻨﻮﻳﺼﺮ‪ ،‬ﻫﻴﻔﺎﺀ ﺇﺑﺮﺍﻫﻴﻢ )‪٢٠٠٦‬ﻡ(‪ :‬ﺩﺭﺍﺳﺔ ﻧﻘﺪﻳﺔ ﻟﻠﻤﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪ ،‬ﲝـﺚ‬
‫ﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭ‪ .‬ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‪-‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ .‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪.‬‬
‫ﺇﻣﺎﻡ‪ ،‬ﺇﳝﺎﻥ ﺍﲪﺪ )‪١٩٩٦‬ﻡ(‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻛﻮﺳﻴﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﻨﻤﻴـﺔ ﺍﻹﺑـﺪﺍﻉ‬

‫ﻔﲏ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬

‫ﺭﻣﻀﺎﻥ‪ ،‬ﻣﲎ ﺍﻟﺴﻴﺪ )‪٢٠٠٤‬ﻡ(‪ :‬ﻣﺼﺎﺩﺭ ﺍﻹﺛﺎﺭﺓ ﺍﻟﻔﻨﻴﺔ ﻭﺍﳊﺪﺍﺛﺔ ﰲ ﺍﳌﻠﺼﻖ ﺍﻹﻋـﻼﱐ ﺍﳌﻌﺎﺻـﺮ‪،‬‬

‫ﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﻏﲑ ﻣﻨﺸﻮﺭﻩ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬

‫ﻓﻮﺯﻱ‪ ،‬ﻧﺴﺮﻳﻦ ﻧﺒﻴﻞ )‪٢٠٠٦‬ﻡ(‪ :‬ﺩﻭﺭ ﺍﳊﺮﻛﺔ ﺍﻟﻔﻌﻠﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻹﻋـﻼﻥ ﺍﻟﺘﻌﻠﻴﻤـﻲ‪ ،‬ﺭﺳـﺎﻟﺔ‬

‫ﺟﺴﺘﲑ‪ ،‬ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬

‫ﻣﺰﻳﺪ‪ ،‬ﻣﻬﺎ ﻋﺒﺪ ﺍﳌﻨﻌﻢ )‪٢٠٠٢‬ﻡ(‪ :‬ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﰲ ﺇﺛﺮﺍﺀ ﺗﻜﻮﻳﻦ ﺍﻟﺼﻮﺭﺓ ﻟﻄﻼﺏ ﺍﳌﺮﺣﻠـﺔ‬

‫ﻹﻋﺪﺍﺩﻳﺔ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ‪ ،‬ﻏﲑ ﻣﻨﺸﻮﺭﻩ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮﺍﻥ‪ -‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺼﺮ‪.‬‬
 ‫‪‬ﻼﺕ ﻭﺍﻟﺪﻭﺭﻳﺎﺕ‪:‬‬

‫ﺃﺑﻮ ﺯﻳﺪ‪ ،‬ﺃﲪﺪ )‪١٩٨٥‬ﻡ(‪ :‬ﺍﻟﻈﺎﻫﺮﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ‪ ،‬ﳎﻠﺔ ﻋﺎﱂ ﺍﻟﻔﻜﺮ‪ ،‬ﺍ‪‬ﻠﺪ ﺍﳋـﺎﻣﺲ ﻋـﺸﺮ‪ ،‬ﻉ)‪،(٤‬‬

‫ﺹ ‪.٤‬‬

‫ﺍﳉﺒﻮﺭﻱ‪ ،‬ﳏﻤﻮﺩ ﺷﻜﺮﻱ )‪١٩٨٥‬ﻡ(‪ :‬ﻣﻦ ﺍﳌﻮﻫﻮﺑﻮﻥ ﻭﳌﺎﺫﺍ ﻧﺮﻋﺎﻫﻢ‪ ،‬ﺭﺳـﺎﻟﺔ ﺍﳋﻠـﻴﺞ ﺍﻟﻌـﺮﰊ‪،‬‬

‫)‪ ،(١٤‬ﺍﻟﺴﻨﺔ ﺍﳋﺎﻣﺴﺔ‪ ،‬ﺹ ‪.١٥١‬‬

‫ﺍﳉﻴﺰﺍﻭﻱ‪ ،‬ﻋﺎﻣﺮ ﺍﲪﺪ )‪١٤٢٣‬ﻫـ(‪ :‬ﺗﺪﺭﻳﺲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺭﺳﺎﻟﺔ ﺍﻟﻜﻠﻴـﺔ‪-‬‬

‫ﻠﻴﺔ ﺍﳌﻌﻠﻤﲔ ﰲ ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪،‬ﻉ )‪ ،(١٣‬ﺹ ‪.٧٧-٦٣‬‬

‫ﺍﻟﻜﺮﺵ‪ ،‬ﳏﻤﺪ ﺃﲪﺪ )‪١٩٩٧‬ﻡ(‪ :‬ﺍﻛﺘﺸﺎﻑ ﻣﻮﺍﻫﺐ ﺍﻷﻃﻔﺎﻝ ﻭﺩﻭﺭ ﺍﻷﺳﺮﺓ ﻭﺍﳌﺪﺭﺳﺔ ﰲ ﺭﻋﺎﻳﺘـﻬﺎ‬

‫ﻨﻤﻴﺘﻬﺎ‪ ،‬ﺁﻓﺎﻕ ﺗﺮﺑﻮﻳﺔ‪ ،‬ﻉ)‪ ،(١١‬ﺹ ‪.١٦٧-١٦٢‬‬

‫ﺍﳌﻨﺘﺸﺮﻱ‪ ،‬ﻋﺒﺪ ﺍﷲ ﺑﻦ ﺩﺧﻴﻞ ﺍﷲ ‪ :‬ﻣﺘﻄﻠﺒﺎﺕ ﺍﳉﻮﺩﺓ ﰲ ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫ﺴﻌﻮﺩﻳﺔ‪ ،‬ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﻘﺪﻣﺔ ﻟﻠﻘﺎﺀ ﺍﻟﺮﺍﺑﻊ ﻋﺸﺮ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺖ ﻋﻨﻮﺍﻥ ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ‪.‬‬
‫ﺍﻟﻮﺯﺭﺓ‪ ،‬ﻋﻠﻲ ﺑﻦ ﻧﺎﺻﺮ )‪١٤٢٥‬ﻫـ(‪ :‬ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻮﺍﻗﻊ ﻭﺍﳌﺄﻣﻮﻝ ‪ ،‬ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﻘﺪﻣﺔ ﻟﻠﻘـﺎﺀ‬
‫ﻠﻤﻲ ﺍﻷﻭﻝ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪.‬‬
‫ﻓﻴﻠﺪﻫﺲ‪ ،‬ﺟﻮﻥ )‪١٩٩٦‬ﻡ(‪ :‬ﺗﻨﻤﻴﺔ ﺍﳌﻮﻫﺒﺔ ﺍﻹﺑﺪﺍﻋﻴﺔ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﺘﺮﺑﻴﺔ‪،‬‬

‫)‪ ،(١٦‬ﺹ ‪.١١٣-١٠٢‬‬

‫ﳏﻤﻮﺩ‪ ،‬ﳏﻤﻮﺩ ﺷﻜﺮ )‪١٩٨٤‬ﻡ(‪ :‬ﺍﳌﻮﻫﻮﺑﻮﻥ‪ -‬ﺃﺳﺎﻟﻴﺐ ﺗﺸﺨﻴﺼﻬﻢ ﻭﺭﻋﺎﻳﺘﻬﻢ‪ ،‬ﺍﳌﻌﻠﻢ ﺍﳉﺪﻳـﺪ‪ ،‬ﻉ‬

‫‪ ،(٢-‬ﺹ ‪.٧٢-٦٨‬‬

‫ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ )‪١٤٢٣‬ﻫـ(‪ :‬ﺍﻟﺘﻮﺛﻴﻖ ﺍﻟﺘﺮﺑﻮﻱ ‪،‬ﻉ )‪.(٤٧‬‬

‫ﺍﳌﻮﺍﻗﻊ ﺍﻻﻟﻴﻜﺘﺮﻭﻧﻴﺔ‪:‬‬
‫ﻣﻮﻗﻊ ﻣﺆﺳـﺴﺔ ﺍﳌﻠـﻚ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ﻭﺭﺟﺎﻟـﻪ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﺑﺎﻟـﺸﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴـﺔ‬
. www.mawhiba.org.s

:‫ﺍﳌﺮﺍﺟـﻊ ﺍﻷﺟﻨﺒﻴـﺔ‬
Hurwitz, M: children And Their Art, Methods For The
Elementary School, Harcourt, Brace, Jovanovich, San Diego Ca
Fifth Edition, 1991
Lowenfeld & Brittan: Creative And Mental Growth,
Macmillan New York, Four Edition, 1982
The American heritage college dictionary (1993), third
Addition, NY, coughton Mifflin company
 ‫ﻣﻠﺨـﺺ ﺍﻟﺒﺤﺚ‬

‫ﻥ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ"‬
‫ﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﰒ ﺗﻄﺒﻴﻖ‬
‫ﻋﻠﻰ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﺎﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻔﻮﺗﻮﺷﻮﺏ‪.‬‬
‫ﺷﺘﻤﻞ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﻓﺼﻮﻝ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﻞ ﺍﻷﻭﻝ‪:‬‬
‫ﻤﻦ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻭﻋﺮﺿَﹶﺎ ﳌﻘﺪﻣﺘﻪ‪ ،‬ﻭﻣﺸﻜﻠﺘﻪ‪ ،‬ﺃﻫﺪﺍﻓﻪ‪ ،‬ﺃﳘﻴﺘﻪ‪ ،‬ﻓﺮﻭﺿﻪ‪ ،‬ﺣﺪﻭﺩﻩ‪ ،‬ﺍﳌﻨﻬﺠﻴـﺔ ﺍﳌﺘﺒﻌـﺔ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺟﻮﺍﻧﺒﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺗﻌﺮﻳﻒ ﻟﻠﻤﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﻭﺭﺩﺕ ﺑﺎﻟﺒﺤﺚ ﻭﺃﺧﲑﺍ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﻄﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻞ ﺍﻟﺜﺎﱐ‪:‬‬
‫ﻤﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﺍﻟﺬﻱ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺛﻼﺛﺔ ﳏﺎﻭﺭ‪:‬‬
‫ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪ ،‬ﻭﻳﺸﻤﻞ‪) :‬ﻧﺸﺄﺓ ﻭﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪ -‬ﺩﺭﺍﺳﺔ ﻷﳘﻴﺔ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﰲ ﳎـﺎﻝ‬
‫ﺍﻟﻔﻨﻴﺔ‪ -‬ﺩﺭﺍﺳﺔ ﻷﻫﻢ ﺇﻣﻜﺎﻧﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﺍﻟﻔﻨﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺨﺘﻠﻔﺔ(‪.‬‬
‫ﺍﳌﻮﻫﻮﺑﻮﻥ‪ ،‬ﻭﻳﺸﻤﻞ‪) :‬ﻣﻦ ﻫﻢ ﺍﳌﻮﻫﻮﺑﲔ؟‪ -‬ﻣﻔﻬﻮﻡ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻔﻨﻴﺔ‪ -‬ﺧﺼﺎﺋﺺ ﺍﳌﻮﻫـﻮﺑﲔ‪ -‬ﺃﺳـﺎﻟﻴﺐ‬
‫ﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ‪ -‬ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ‪ -‬ﺍﺳـﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﺳـﺎﻟﻴﺐ‬
‫ﺍﳌﻮﻫﻮﺑﲔ‪ -‬ﺳﻴﺎﺳﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‪ -‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ(‪.‬‬
‫ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ‪ ،‬ﻭﻳﺸﻤﻞ‪ ) :‬ﻣﻔﻬﻮﻡ ﺍﻹﻋﻼﻥ‪ -‬ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪ -‬ﻧﺸﺄﺗﻪ ﺍﻟﺘﺎﺭﳜﻴﺔ‪ -‬ﻋﻨﺎﺻﺮ ﺍﳌﻠـﺼﻖ‬
‫ﱐ‪ -‬ﻭﻇﻴﻔﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪ -‬ﺃﻧﻮﺍﻉ ﺍﳌﻠﺼﻘﺎﺕ‪ -‬ﺍﻷﳕﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻧﻴﺔ‪ -‬ﺃﳘﻴﺔ‬
‫ﻢ ﺍﻹﻋﻼﻥ ﻭﺇﺧﺮﺍﺟﻪ‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﺘﺸﻜﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﳌﻠﺼﻖ ﺍﻹﻋﻼﱐ‪ -‬ﺷﺮﻭﻁ‬
‫ﻢ ﺍﻹﻋﻼﻥ(‪.‬‬
 ‫ﻞ ﺍﻟﺜﺎﻟﺚ‪:‬‬
‫ﺗﻌﺮﺽ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﱵ ﺗﻀﻤﻨﺖ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﺸﻤﻞ‪) :‬ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ‪ -‬ﻋﻴﻨـﺔ‬
‫ﺳﺔ‪ -‬ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ -‬ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻄﺒﻴﻖ‪ -‬ﺍﳌﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ(‪ ،‬ﰒ ﺍﻟﺘﻌﺮﺽ ﳌﺮﺍﺣﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻄﺒﻴﻖ ﻭﺍﻟﱵ‬
‫ﺖ ﻋﻠﻰ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﻌﺸﺮ ﺍﻟﱵ ﺗﻀﻤﻨﺘﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‪.‬‬

‫ﻞ ﺍﻟﺮﺍﺑﻊ‪:‬‬
‫ﻤﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﲢﻠﻴﻞ ﺃﻋﻤﺎﻝ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻣﻦ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻗﻤﻦ ﺑﺘﻨﻔﻴﺬﻫﺎ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺑﺮﻧـﺎﻣﺞ‬
‫ﺷﻮﺏ‪ ،‬ﻳﻠﻲ ﺫﻟﻚ ﺍﻟﻨﺘﺎﺋﺞ ﺑﻨﺎﺀ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺍﻟﱵ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺈﻋﺪﺍﺩﻫﺎ‪ ،‬ﰒ ﺗﻮﺻﻴﺎﺕ ﺍﻟﺒﺤـﺚ‬
‫ﻞ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺃﺧﲑﺍ ﺍﳌﺮﺍﺟﻊ‪.‬‬
 Research Summary

Title:
"Computer Technological Capabilities to Enrich Advertising Des
of Talented Female Students"

This research aims to identify the computer technolog

capabilities which help in the enrichment of advertising design,
then applying to talented high school female students us
Photoshop Program.

This research includes four chapters as follows:

Chapter I:

It includes the research topic and presentation of its introduct

problem, objectives, relevance, assumptions, boundar
methodology used to deal with different aspects of the stu
definition of the research terms, and finally studies related to
research top
Chapter II:

It includes the theoretical framework, which discusses three aspe

First: Computer: it includes (computer invention and developm

stages, studying the importance of computers in the field of
education, studying the various modern artistic capabilities of
computer).

Second: The talented: it and includes (who are the talented? T

concept of artistic talent, the talented characteristics, methods
detecting and identifying the talented, discovering the talented
arts, strategies and methods of taking care of the talented, the po
of the Kingdom in the care of the talented, the histor
development of the talented caring programs n the Kingdom).
Third: Advertising Design: it includes (the concept of advertis
the advertising poster, its inception and history, elements of
advertising poster, function of the advertising poster, the types
posters, different patterns of the design of advertising posters,
importance of designing and directing the advertisement, arti
factors and design foundations which affect the effectiveness of
advertising poster and terms of the advertisement design).

Chapter III:

In this chapter, the researcher represents the field study wh

includes the research methodology: (study society, study sam
study tools, application procedures and statistical manipulatio
Then the researcher presents application phases which include
ten interviews involved in the field study.

Chapter IV:

This chapter includes analysis of female students works of vari

advertisements that they had implemented using Photos
program. After that, the researcher represents the findings based
the analysis of the form prepared by the researcher. Then,
researcher provides recommendations by the researcher. Finally,
mentions a list of references.
‫ﺍﳌﻼﺣــــــــﻖ‬
 ‫ﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬
‫ﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ – ﺍﻟﺮﻳﺎﺽ‬
‫ﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﺘﺮﺑﻴﺔ‪ -‬ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‬

‫ﺑﺴــﻢ ﺍﷲ ﺍﻟﺮﲪــﻦ ﺍﻟﺮﺣﻴــﻢ‬

‫‪...............................................‬‬ ‫ﻡ‪،‬ﺍﳌﻜﺮﻣﺔ‪ /‬ﺩ‪.‬‬

‫ﻭ ﺑﻌﺪ ‪...‬‬ ‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‬

‫ﺃﻗﻮﻡ ﺃﻧﺎ ﺍﻟﻄﺎﻟﺒﺔ ﺣﻨﺎﻥ ﺑﻨﺖ ﺻﺎﱀ ﺍﻟﻐﻤﺎﺱ‪ ،‬ﺍﻟﺪﺍﺭﺳﺔ ﲜﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﻔﻨﻴـﺔ ﲟﺮﺣﻠـﺔ‬
‫ﺴﺘﲑ ﺑﺈﻋﺪﺍﺩ ﲝﺚ ﺍﺳﺘﻜﻤﺎ ﹰﻻ ﳌﺘﻄﻠﺒﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﻔﻨﻴـﺔ ﺑﻌﻨـﻮﺍﻥ‪) :‬‬
‫ﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ(‪ ،‬ﻭﺍﳍﺪﻑ ﻣﻨﻪ‪ :‬ﺇﺛﺮﺍﺀ‬
‫ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻹﻋﻼﱐ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ‪،‬‬
‫ﺐ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﻋﺪﺍﺩ ﺍﺳﺘﻤﺎﺭﺓ ﲢﻠﻴﻞ ﻭﺗﻘﻴﻴﻢ ﻷﻋﻤﺎﻝ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴـﺔ ﻭﺍﻷﺳـﺲ‬
‫ﻴﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﶈﺎﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .‬ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫‪ .‬ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫‪ .٣‬ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺄﺭﺟﻮ ﻣﻦ ﺳﻴﺎﺩﺗﻜﻢ ﺍﻟﺘﻜﺮﻡ ﺑﺈﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ ﰲ ﻫﺬﻩ ﺍﻻﺳﺘﻤﺎﺭﺓ‪.‬‬

‫ﻭﻟﻜﻢ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻋﻠﻰ ﺗﻌﺎﻭﻧﻜﻢ ‪.‬‬

‫ﺍﻟﺒﺎﺣﺜﺔ‬
‫ﺣﻨﺎﻥ ﺻﺎﱀ ﺍﻟﻐﻤﺎﺱ‬
‫ﺇﺷﺮﺍﻑ‬
‫ﺩ‪ .‬ﻓﺎﻃﻤﺔ ﻓﺎﺭﻭﻕ ﺩﺭﻭﻳﺶ‬
‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ﺑﻘﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‬
 ‫ﺍﺳﺘﻤﺎﺭﺓ ﲢﻠﻴﻞ ﻭﺗﻘﻴﻴﻢ ﺍﻷﻋﻤﺎﻝ‬

‫ﺍﻟﻄﺎﻟﺒﺔ‪...................................................................:‬ﺍﻟﻌﻤﺮ‪.............:‬‬

‫ﺽ‬ ‫ﻝ‬ ‫ﺝ‬ ‫ﺝﺝ‬ ‫ﻡ‬ ‫ﺑﻨﻮﺩ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻘﻴﻴﻢ‬

‫ﺍﻷﻭﻝ‪ :‬ﻋﻨﺎﺻﺮ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‪:‬‬
‫ﺍﻟﻨﻘﻄﺔ‪:‬‬
‫‪ .‬ﺍﺧﺘﻼﻑ ﻣﺴﺎﺣﺔ ﺍﻟﻨﻘﻄﺔ ﰲ ﺍﻟﺘﺼﻤﻴﻢ‪.‬‬
‫‪ .‬ﺍﺧﺘﻼﻑ ﻭﺿﻌﻬﺎ ﺃﻭ ﻛﻴﻔﻴﺘﻬﺎ‪.‬‬
‫‪ .٣‬ﺍﺧﺘﻼﻑ ﺍﻟﺘﻮﺯﻳﻊ ﺑﲔ ﺍﻟﻨﻘﺎﻁ‪.‬‬
‫( ﺍﳋﻂ‪:‬‬
‫‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬
‫‪ .‬ﺗﻮﺟﻴﻪ ﻋﲔ ﺍﳌﺘﻠﻘﻲ ﳌﺴﺎﺭ ﳏﺪﺩ‪.‬‬
‫‪ .٣‬ﲢﺪﻳﺪ ﻫﻴﺌﺎﺕ ﺍﻷﺷﻜﺎﻝ‪.‬‬
‫( ﺍﻟﺸﻜﻞ‪ -‬ﺍﻟﺼﻮﺭﺓ‪ -‬ﺍﻟﺮﻣﺰ‪:‬‬
‫‪ .‬ﻫﻨﺪﺳﻲ‪.‬‬
‫‪ .‬ﻃﺒﻴﻌﻲ‪ ،‬ﻋﻀﻮﻱ‪.‬‬
‫‪ .٣‬ﲡﺮﻳﺪﻱ‪ ،‬ﺭﻣﺰﻱ‪.‬‬
‫ﺍﳌﻠﻤﺲ‪ :‬ﻳﺘﺤﻘﻖ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ‪:‬‬
‫‪ .‬ﻟﻮﻥ‪.‬‬
‫‪ .‬ﻧﻘﻄﺔ‪.‬‬
‫‪ .٣‬ﺧﻂ‪.‬‬
‫ـ ( ﺍﻟﻔﺮﺍﻍ‪ ) ،‬ﺍﻷﺭﺿﻴﺔ (‪:‬‬
‫‪ .‬ﺗﺮﺍﺑﻂ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬
‫‪ .‬ﲢﻘﻴﻖ ﺍﻟﺒﻌﺪ ﺍﻟﺜﻼﺛﻲ‪.‬‬
 ‫‪ .٣‬ﺇﺑﺮﺍﺯ ﺃﺣﺪ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬
‫ﺍﻟﻈﻞ ﻭﺍﻟﻨﻮﺭ‪:‬‬
‫‪ .‬ﺍﻹﳛﺎﺀ ﺑﺎﻟﺒﻌﺪ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫‪ .‬ﲤﻴﻴﺰ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺍﻟﻠﻮﻥ‪:‬‬
‫‪ .‬ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ‪.‬‬
‫‪ .‬ﺇﺿﻔﺎﺀ ﺍﻟﻮﺍﻗﻌﻴﺔ‪.‬‬
‫‪ .٣‬ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‪.‬‬
‫( ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ )ﺍﻟﻠﻐﻮﻳﺔ(‪:‬‬
‫‪ .‬ﻃﻮﺍﻋﻴﺔ ﺍﳊﺮﻭﻑ ﺳﻮﺍﺀ ﻋﻀﻮﻳﺔ ﺃﻭ ﻫﻨﺪﺳﻴﺔ‪.‬‬
‫‪ .‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺮﻭﻑ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﺍﻟﺼﻐﲑﺓ‪.‬‬
‫‪ .٣‬ﺍﻟﻘﻮﺓ ﺍﻟﺘﻌﺒﲑﻳﺔ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﺣﺮﻛﺔ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﺘﺎﺑﻴﺔ‪.‬‬

‫ﺍﻟﺜﺎﱐ‪ :‬ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‪:‬‬

‫‪ .‬ﺍﻻﺗﺰﺍﻥ‪.‬‬
‫‪ .‬ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫‪ .٣‬ﺍﻟﺘﻨﺎﺳﺐ‪.‬‬
‫‪ .‬ﺍﻟﺘﺒﺎﻳﻦ‪.‬‬
‫‪ .‬ﺍﻟﺘﺘﺎﺑﻊ‪.‬‬
‫‪ .‬ﺍﻹﻳﻘﺎﻉ‪.‬‬
‫‪ .٧‬ﺍﻟﺴﻴﺎﺩﺓ‪.‬‬

‫ﺍﻟﺜﺎﻟﺚ‪ :‬ﺷﺮﻭﻁ ﺗﺼﻤﻴﻢ ﺍﻹﻋﻼﻥ‪:‬‬

‫‪ .١‬ﻣﻼﺀﻣﺘﻪ ﻟﻠﻐﺮﺽ ﺍﳌﻨﺸﻮﺩ ﻣﻨﻪ‪.‬‬
‫‪ .٢‬ﺟﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﻟﺮﺍﺋﻲ‪.‬‬
 ‫‪ .٣‬ﻣﺮﺍﻋﺎﺓ ﺣﺴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫‪ .٤‬ﻣﻼﺀﻣﺘﻪ ﻟﻠﻤﻜﺎﻥ ﺍﻟﺬﻱ ﺳﻴﻮﺿﻊ ﻓﻴﻪ‪.‬‬
‫‪ .٥‬ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻐﲑ ﻟﻐﻮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳍﺪﻓﻪ‪.‬‬

‫ﺍﻗﺘﺮﺍﺣﺎﺕ‪:‬‬
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 Kingdom of Saudi Arabia
Ministry of Higher Education
King-Saudi University-Riyadh
Dean of Graduate Studies
College of Education
Art Education Department

Computer Technological Capabilities to

Enrich Advertising Design of Talented Fema
Students
Research study submitted for the completion of the requirements of a Ma
of Art degree in Art Education at the College of Education in King Sau
University

Prepared by the student:

Hanan Saleh Al-Ghammas

4274220325

Supervised by:

Dr. Fatimah Darwesh

Assistant Professor- Art Education Department

Second Academic Semester

1429 H / 2008 G