http://41.74.91.244:8080/handle/123456789/781 2026-03-26T02:08:32Z 2026-03-26T02:08:32Z Avoke, D.S. http://41.74.91.244:8080/handle/123456789/4871 2026-02-23T11:08:48Z 2024-09-01T00:00:00Z

Children’s Imagination Through Creative Drawing Prompts Avoke, D.S. There are a myriad of problems confronting learners at the early grade of their drawing practice. These problems are mainly as a result of the underpinning issues with regards to the imaginative production and lull identified from the classroom performance of learners with regards to drawing. The bases of these problems highlights that, learners have a tendency to doubt their drawing ability, there is insufficient allocation of drawing materials and time needed for practical activities such as drawing and there is a lack of diversity found within the drawing approach. With that, the focus on exploring children’s imagination through the introduction of creative drawing prompts at the basic school level, primarily utilises prompts as a drawing aids, a guide or cue, crucial in promoting and nurturing imagination, originality, independence and the general positive outcome of drawing. The researcher relied on the action research design with various methods of diagnosis which provided the evidence to establish a cause of action. The diagnosis also aided in providing needed information for creating a baseline with the pre-test, to determine the strengths and weaknesses of the class and to intervene in certain aspects of the drawing approach by monitoring the progress made with the intervention of the drawing prompts. Assessment strategies based on the qualitative approach were also used to form a systematic plan of action for how the study was going to be approached when determining learners’ imagination. Interviews, observations and documents reviewed were the various instruments for collecting necessary data and information from the respondents. The data analysis plan based on the thematic and content analysis aided in transcribing codes from participants wording and drawing outcomes, as emerging themes and pictorial data were analysed on the criteria of vividness, originality and transformativeness. Previous empirical studies made on prompts also contributed in affirming the credibility of the study. Therefore from the data collected, the outcome of the study revealed that, drawing prompts enabled learners to easily conceptualise diverse ideas into drawings based on the type of instructions given. Learners demonstrated high levels of independence, composure and focus in the drawing activity and the signs of struggle and frequency of erasure was less in comparison to their previous experiences with drawing. The researcher therefore recommends that drawing prompts should be further explored in other areas and more research should be done by instructors and teachers in the field of creative arts when handling practical lessons and seeking alternative approaches to nurture imaginative thinking. A thesis in the Department of Art Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Art Education) University of Education, Winneba

2024-09-01T00:00:00Z Koffie, E. http://41.74.91.244:8080/handle/123456789/4749 2026-02-23T11:03:10Z 2022-01-01T00:00:00Z

Impact of industrial field trip on graphic design students learning and practices Koffie, E. The main aim of the study was to ascertain if field trip take place in Senior High Schools offering Visual Art especially Graphic Design in Abura Asebu Kwamankese District of Central Region in Ghana and to examine how this field trip could be utilized in the teaching and learning of Graphic Design across these schools. The research adopted qualitative research approach and descriptive research design. The researcher collected and analysed data qualitatively, the researcher selected four teachers and sixteen students from all Graphic Design teachers and students in the Abura Asebu Kwamankese district. The sample was obtained using the purposive sampling method and simple random sampling technique. From these respondents, the researcher used two sets of research interview guide questions to gather data from the teachers and students respectively. For data processing and analysis, the researcher used frequencies count and percentage and presented them using tables, thematic analysis was used to analyse the data obtained. The findings of the study revealed that teachers and students have been embarking on field trips in the Senior High Schools across the district as stated by 75% of the teachers and 100% of the students. The findings also revealed that field trip provides educational and career opportunities that cannot be done in the classroom as supported by 62.5 % of students and all the teachers also the use of the field trip give a student idea about possible careers in Graphic Design to consider. The use of virtual reality, animations and models were sometimes use in place of real objects in class. Further, 75% of the teachers and 81.5% of the students indicated that organising field trips is stressful. Finally, the findings brought to light some positive impact of field trip on the development of student interest toward studying Graphic Design. The study revealed that students interest in learning how to observe, understand and critique design and art works has increased as 75% of students and 100% of teachers confessed to the statements, also it was revealed through the study that as a result of engaging in field trip, students interest in computer related designs increased greatly as confirmed by both students and teachers. It has been recommended that appropriate procedures are adopted for students and teachers in order to facilitate the organisation of field trips successfully A Thesis in the Department of Art Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Art Education) in the University of Education, Winneba

2022-01-01T00:00:00Z Bedu-Addo, J.H. http://41.74.91.244:8080/handle/123456789/4737 2026-02-23T11:02:39Z 2022-01-01T00:00:00Z

A tracer study of visual skills-trained diploma graduates from Komenda College of Education. Bedu-Addo, J.H. One of the major challenges facing Ghana is the provision of a pool of well-trained skilled artisans and technicians to meet the requirements of the country’s socio economic development activities. In the last three decades, the Ghanaian government developed vocational and skills training programmes as integral parts of broader strategies to promote development and employment. The emphasis is on training people for self-employment and the policy framework to promote science and technology and its curriculum design and delivery to meet the labour market. Despite efforts to revamp vocational training, challenges persist, including inadequate funding, outdated curricula, and lack of industrial partnership. Furthermore, technical and vocational education and training (TVET) programmes suffer from infrastrastructure, inadequate instructor training, and limited access to apprenticeships.Additionally, the prevalence of informal, unstandardized training programmes hinders the development of a competent workforce. This study is a tracer study that was undertaken at the Komenda College of Education, Komenda. It evaluates the outcomes or results of the education and training provided in the institution and gouges out information concerning experiences and the correspondence between educational qualification and required teaching skills. The study gathered that student-teachers encountered numerous challenges during their training at the school. It also identified that the experiences of student-teachers at the Komenda College of Education significantly influenced their social and cooperate life after completion of their programme at the above named institution. The training gained at the college of education made most of the Diploma Graduates fully employed by the government. On the other hand, the study recommends that Komenda College of Education (KMCE) and Teacher Education Division (TED) should pay attention to the Visual Arts programme under the Technical Vocational Education Training (TVET). Since TVET comprises Visual Arts, Technical and Home Economics. Again, much attention is on the Home Economics and Technical. If you take the Basic Design and Technology (BDT) curriculum, little is found on Visual Arts. A thesis in the Department of Art Education, School of Creative Arts, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for award of degree of Master of Philosophy (Art Education) in the University of Education, Winneba.

2022-01-01T00:00:00Z Boateng, S.K. http://41.74.91.244:8080/handle/123456789/4719 2026-02-23T11:01:52Z 2023-01-01T00:00:00Z

Inquiry into the pedagogical content knowledge and practice of basic design and TechnologyTteachers in the central Tongu District Boateng, S.K. This study was to investigate the pedagogical content knowledge and practice of Basic Design and Technology (BDT) teachers in some basic schools in the Central Tongu district in the Volta region of Ghana. In the senior high schools, however, the subject is referred to as Visual Arts. The major problem identified with students in one of the Senior High Schools was drawing difficulty. This situation motivated the researcher to: inquire into the pedagogical content knowledge and practice of Basic Design and Technology teachers in some Junior High Schools in the Central Tongu District, examine the professional practice of art teachers in drawing in some these schools and to ascertain the techniques used in assessing students’ learning outcomes. Census sampling technique was adopted in selecting the Form 3 students, their BDT teachers with Case Study as the research design. The total sample size was 100 which were made up of 92 Form 3 students, 4 BDT teachers and 4 headmasters. The research instruments used included opinionnaire, interview, participant observation and focus group discussion. Simple descriptive analysis and bar charts were used to analyse findings. The study revealed that BDT teachers do not demonstrate enough skills and varied pedagogic strategies in their practical activities involving drawing, hence students’ inability to draw appropriately. The study recommends regular in-service training/capacity building seminars for BDT teachers by the education directorate and to provide relevant tools and materials for BDT teachers for effective teaching and learning. A thesis in the Department of Art Education, School of Creative Art, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Art Education) in the University of Education, Winneba

2023-01-01T00:00:00Z