Abstract:
The teaching and learning of Creative Arts in Ghana are saddled with challenges. Pupils
who graduate from the Basic Schools in Ghana are not able to demonstrate good
practical Creative Arts learning outcomes. They have less interest in practically skilled
career choices. They come out of Basic education with less practical skills that could
make them self-sufficient, self-reliant and positive engagements for social, cultural and
economic transformation. This had the tendency for rise in social vices among the youth
and its resultant national insecurity. This challenge could be the result of limitations in
the teaching and learning processes of Creative Arts education in the Basic Schools.
This research sought to look at the capabilities of teachers in the Primary Schools. The
researcher’s topic, therefore, was on teacher competence in the teaching and learning
of Creative Arts in the Primary Schools, using the Agona West Municipality in the
Central Region of Ghana as a case study. This researcher investigated the level of
Primary School teachers’ Creative Arts (i) background knowledge and skills, (ii)
available teaching and learning materials, (iii) teacher motivation and (iv) teaching
methods. Questionnaire, interview and observation were used to collect data from the
teachers. Eighty teachers and twenty head teachers from twenty schools across the
Municipality were administered the questionnaire. Ten teachers were observed, five
head teachers and ten teachers were interviewed. Data collected were analysed using
Descriptive statistics for the quantitative and Direct content analysis for the qualitative
data. The Statistical data was discussed descriptively. The data revealed that teachers
and head teachers were faced with challenges in the teaching and learning of the
Creative Arts subject in the Primary schools in the Agona West Municipality. The data
indicated that teachers largely lacked knowledge and skills, and have inadequate supply
of teaching and learning materials by the government and head teachers to successfully
teach the Creative Arts subject. Teachers were less motivated in the teaching of the
Creative Arts subject, and teachers apply more theoretical methods of teaching than
practical methods. It was concluded that there was lack of attention for the teaching and
learning of the Creative Arts subject. This has limited learners’ understanding and
interest in pursuing Creative Arts career, teachers’ improvisation of teaching and
learning materials to meet educational goals, and inability to apply Creative skills to
solve youth occupational challenges. These challenges subside when teacher trainees
and teachers in practice are given some training in general knowledge in Creative Arts
and creative skills required of the Creative Arts curriculum. Continuous Professional
Development programmes for teachers in the form of in-service training, workshops
and conferences in knowledge and skills in Creative Arts topics, improvisation of
teaching and learning materials and right methods of teaching the subject. Community
Artists and Artisans may be invited as resource persons to facilitate Creative Arts
lessons in the schools. These would make teachers more intrinsically motivated and
competent to deliver as required. Recommendations for further research include: (a)
review of policy for teachers trained to teach Creative Arts, (b) posting a professional
Creative Arts teachers each to every Primary School, and (c) relationship between
community and school Creative Arts education.
Description:
A Thesis in the Department of Music Education, School of Creative Arts,
Submitted to the School of Graduate Studies in Partial Fulfilment
of the Requirements for the Award of Degree of
Doctor of Philosophy
(Arts & Culture)
in the University of Education, Winneba
JUNE, 2021