Arts education has become powerful communication tools for interaction, persuasion, astonishment, enjoyment and acceptance. These are all vital communication processes and the arts have become one of the most important tools of communication at the personal, community, national and international levels. Therefore, the development of the art education teacher in general and the artistic activities trainer in particular as an artist, researcher, intellectual and leader within the classroom has become Art education requires a high degree of qualification, and this desired level cannot be achieved without setting standards that determine the performance and development of the coach of artistic activities, without neglecting the emergence of new terms and concepts that lead and support this thought, such as equal opportunities and the changing labor market.
With the development that the world is witnessing in general, and cultural and educational institutions in particular, we need a trainer of artistic activities at a level commensurate with this change and development and continuous follow-up of the methods and needs necessary to improve his performance, knowledge and abilities. There are many problems related to the trainer or trainee or the training content, its objectives and the evaluation, so it should be Training is characterized by continuity and continuous evaluation to improve performance and provide them with different experiences.
Therefore, the current research aims to clarify the performances of the artistic activities trainer, which are derived from the nature of the art education specialty. The research also aims to shed light on the importance of developing the performances of the artistic activities trainer within cultural institutions in light of the multiple roles of the art educator.