Abstract
Effective Instructional Methods and Strategies for Teaching Art History Dickson Adom, Saeed Adam, Osafo Agyemang Abstract The performances of students in Art History evaluation and external examinations show a great decline in scores attained in various Second Cycle and Tertiary institutions across Africa. The interest in the study of Art History on the part of learners has dwindled and this canker has even found itself among some tutors of the subject. The study was therefore carried out to find the causes of the decline in the interest and performances of students in Art History with the view of developing and recommending some time-tested instructional methods and strategies that can boost both the interest and performances of students in Art History. The researchers obtained the data for the research via semi-structured interviews and non-participant observation and under the qualitative research approach. Descriptive research method and Document Analysis were the research methods utilized in this study. The Data analysis spiral was adopted for analyzing the data accrued. The study thus contends that effective instructional methods and strategies for teaching art history can boost the interest of teachers and students in Art history while reflecting positively on learning outcomes. Full Text: PDF DOI: 10.15640/ijaah.v4n2a4
Highlights
The education of art history in both second cycle and tertiary institutions has been the prime mode of preserving and propagating how the arts in generations have evolved.International Journal of Art and Art History, Vol 4(2), December 2016It points out the tools and materials, the philosophical underpinnings and concepts behind the vibrant artistic productions of past and present artists, production and compositional techniques, finishing and the functions of the arts since its beginning (Adams, 2007)
It was revealed through the research that the dwindling interest and poor learning outcomes in art history in the second cycle and tertiary institutions was as a result of wrongly chosen or ineffective instructional strategies and methods
Through various consultations with the teachers and students, some instructional methods and strategies were tested and endorsed as appropriate in the teaching of specific topics in art history. It was revealed through the semi-structured interviews that in the selection of instructional strategies and methods variety is the key if an effective strategy for instruction is to be achieved as purported by Sarfo (2007)
Summary
The education of art history in both second cycle and tertiary institutions has been the prime mode of preserving and propagating how the arts in generations have evolved.International Journal of Art and Art History, Vol 4(2), December 2016It points out the tools and materials, the philosophical underpinnings and concepts behind the vibrant artistic productions of past and present artists, production and compositional techniques, finishing and the functions of the arts since its beginning (Adams, 2007). The study of art history serves as the pivot for various professions and advanced studies of some disciplines like Art, historical studies, architecture, cultural studies, art criticism, art connoisseur, art administration, etc. Gardner, Caro, Fitzherbert, Banda and Lalbhai (2007) concur that art history is relevant to archaeologists, social scientists and historical economists. The study of art history serves as an eye opener to these all important foundations of the creation of art itself. It serves as a stepping stone for the development and creation of artistic marvels to solve modern day problems and meet the needs as well as tastes of art of the contemporary generation
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