Abstract
This article examines the art curriculum at the colleges of education that prepares teachers at pre-service to teach creative art at the primary schools in Ghana with a focus on the northern region of the country. The study also assesses pupils’ knowledge and skills in the teaching and learning of creative art and reveals the teachers’ professional competencies of teaching creative art at the primary level. The article argues that the current teaching and learning of art as a subject at the primary schools requires improvement in the use of teaching and learning tools for effective classroom activities. Also, the quality of training received by teachers at pre-service is among factors that influence the current conditions of teaching and learning of creative arts at the primary level. The study reveals a mismatch in the relationship between the colleges of education curriculum and the basic school creative arts subject. The article suggests that the teacher training curriculum in creative arts that prepares teachers for Basic schools in Ghana and the Creative Arts syllabus for schools in Ghana are properly aligned in content knowledge. Adopting the qualitative and quantitative inquiry with descriptive and survey research methods, the instruments used for the data collection were questionnaire and interview. Keywords: Creative arts, art, curriculum, primary, college, education DOI: 10.7176/JEP/11-17-15 Publication date: June 30th 2020
Highlights
Interactions with some teachers in the Northern Region of Ghana have revealed that graduates from institutions that offer Pre-Vocational Skills Visual Art Related Subjects and those that study Visual Art Related Subjects from Colleges of Education reveals inadequacy in basic practical skills set, content knowledge, and pedagogical needed to teach Creative Arts in basic schools
Research Objectives The main objective of the paper is to assess the type of pre-service training given to teacher trainees at the colleges of education to enable them effectively teach creative art subject at the primary schools with a specific focus on the following objectives: 1. Evaluate the curriculum studied by teacher trainees at the colleges of education? 2
Findings and Discussions The paper revealed that the contact hours at the Colleges of Education contributes to the problem, this is because the one credit hour is not enough to adequately equip teacher trainees to adequately deliver the creative lesson at the primary schools and the teachers who are trained as specialized teachers to teach some particular subjects like science and mathematics who did not learn anything and about the arts are found teaching creative arts
Summary
Interactions with some teachers in the Northern Region of Ghana have revealed that graduates from institutions that offer Pre-Vocational Skills Visual Art Related Subjects and those that study Visual Art Related Subjects from Colleges of Education reveals inadequacy in basic practical skills set, content knowledge, and pedagogical needed to teach Creative Arts in basic schools. Students who would like to study arts further get discouraged and give up on this quest since their interest have not been nurtured and sustained and rather develop the interest for other subjects This suggests the need to assess the support systems that could enable effective teaching of Creative Arts at the Basic school level and generate interest in the arts to foster the development of creativity and promote technical /vocational education. This prompted the interest of this article which sought to examine the college education art curriculum and the teaching of creative arts at the primary schools in the Northern Region of Ghana. Assess the use of teacher and learner resources in teaching creative arts?
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