Continuous professional development on art appreciation writing skills in selected senior high schools in Biakoye District

Abstract

Over the years, art appreciation is written purposely to unearth the meaning of works of art. This artistic activity has been imperatively used based on the steps and procedures outlined by Amenuke et al (1991). However, regarding the urge and obligations of teachers to update and enact changes in teaching and learning through TCPDs, there is the need to relieve and review educational practices that have been uncreatively consistent and inadequate and replace them with new pedagogical methods. This will also help art students to ameliorate their writing skills. Interactions with art educators in Biakoye District, through this study in the selected schools sought to examine the current steps of writing art appreciation and assessed them, introduced the hybrid criteria of its writing skills through (TCPDs) and unmasked its significance to art educators. The study employed an exploratory case study design with a qualitative research approach. Homogeneous purposive sampling with single focus group discussions, tests and audio recordings were tools used to collect data for validity and triangulation purposes of the study. With thematic analysis, the study revealed that the examination and the assessment of the current steps of writing art appreciation have become overused and stereotyped, the introduction of its hybrid writing skills was applicable to art educators through TCPDs. Also, the introduction reflects its effectiveness and the significance. The study recommends the spread of this hybrid method of art appreciation writing and its teaching in schools. It also encourages practices of it through other TCPDs in the district and beyond. Other comparable research could be conducted in the district or other parts of the country.