Abstract
This paper examines the implementation of the visual art curriculum at Wiawso College of Education (WATICO) in Ghana. The discussion touches on the pedagogical strategies and methods used in the teaching of the visual art programme at the WATICO and also to examine it implications on the trained teacher expected to teach Visual Art aspect of Basic Design and Technology (BDT) at the Basic Education level. Purposive sampling technique was used. Three main methods viz. interview, personal observations, and documentary review were employed. Teacher performance evaluation and Inductive analysis strategy were used as reference materials for the analysis. The study revealed that the art teachers at WATICO demonstrated high level of competency of knowledge in the subject matter. However, the teaching and learning of art component BDT at WATICO was more theoretical than practical and in spite of the tutors’ mastery in the preparation of lesson notes, the research revealed that the visual art at WATICO does not equip the teacher-trainee with teaching and learning skills in all the three areas of BDT (Visual Arts, Home Economics, and Technical Skills). The findings of the study cannot be generalized for colleges of education in Ghana since it was limited to only WATICO in the Western Region of Ghana. It was concluded that, the pedagogical strategies and methods adopted for the teaching and learning of visual art at WATICO were diverse, yet appropriate for the visual art. However, teaching and learning of visual art at the basic level were observed to be more theoretical than practical demonstration and application. It is recommended that the use of learner centred approach to teaching coupled with diverse teaching methods as practiced in WATICO should be consolidated. Keywords: pedagogy, art, education and implementation DOI : 10.7176/ADS/77-01 Publication date :October 31 st 2019
Highlights
The foundation of every growing society depends on the fundamental knowledge and culture transmitted to its pupils
5.0 Conclusions From the analysis of the data based on research questions, it can be concluded that the pedagogical strategies and methods adopted for the teaching and learning of art programmes at Wiawso College of Education were diverse, yet appropriate for the art programme
Teaching and learning of art programme at basic level where past student from WATICO teaches were observed to be more theoretical than practical demonstration and application
Summary
The foundation of every growing society depends on the fundamental knowledge and culture transmitted to its pupils. Grisham-Brown, Pretti-Frontczak, Hawkins, and Winchell (2009) observe that good teaching requires expert decision making. This calls for solid professional preparation that requires sound professional development and regular opportunities to work collaboratively with other teachers. According to Giudici, Rinaldi and Krechevsky (2001, p.8) “based on careful and sensitive listening, observation/documentation, and reflection with other adults, the teachers serve as resources and guides to the children”. They found those teachers that have acquired skill in visual art guide students to work with different media symbol systems. What to teach, where, when, why and how it should be done are based on national educational policies and in a country such as Ghana, both educational and cultural polices define the curricula, especially in public schools
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