ABSTRACT
Fine Art is one of the core subjects in the Secondary School System in Nigeria. And the educational goals realizable from art learning cannot be overemphasized. In-spite of its articulate documentation as enshrined in the National Policy on Education (NPE) and its general acceptance as a subject to be taught in Secondary Schools, it has the problem of curriculum implementation in most Schools in Benue State. This study attempts to
X-ray these problems by considering first the content of the curriculum, secondly determine whether or not the implementators of the curriculum are suitably qualified or not and thirdly find out the reasons for the failure in implementation.
The study considered secondary schools in the North East Senatorial Zone of Benue State with a sample size of 600 students, 100 teachers and 30 principals/Deans of Studies. The questionnaire was face validated by experts and through the use of Crunbach Alpha Technique was administered through direct delivery technique/method.
Amazingly, the results of the study showed that most of the teachers were qualified, however failure in the implementation was due largely to pedagogic methods used in teaching the subject, not being suitable, more so the absence of basic instructional materials/equipment coupled with lack of motivation, encouragement from most school administrators is largely responsible for lack of curriculum implementation of Fine Art as a subject in most secondary schools in Benue State.
TABLE OF CONTENTS
Title page
Table of Content
List of Tables
List of Figures
Abstract
CHAPTER ONE
INTRODUCTION
Background of the study
Statement of the problem
Purpose of the study
Significance of the study
Scope of the study
Research question
CHAPTER TWO
LITERATURE REVIEW
Implementation and development
Curriculum Content in Fine Arts
Staffing
Capital Facilities/Text Books/Instructional Materials
Environment/Workshops/Studios and Time Tabling
How Does Lack of Implementation of Art Curriculum Affect Schools
The Benefits of Art Curriculum in Secondary Schools
Summary
CHAPTER THREE
DATA PRESENTATION, ANALYSIS AND FINDINGS
Methodology
Research design
Area of study
Population of the study and distribution by Local Government Area
Sampling and sampling techniques
Research procedures
Research instrument
Method of data collection
Method of data analysis
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND FINDINGS
4.1 Introduction
4.2 Data presentation analysis and interpretation
Discussion of findings
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
For a nation to be classified developed or developing, such a nation must attain tremendous sphere of independence, this is achieved through demonstrable ability of the citizenry to explore and exploit their potentials realizing their self interest in the various endeavour’s of existence especially in the educational system. The secondary school system of education as observed by Ukeje (1996) is expected to prepare the youth for life in a society for which are parts of and therefore should avail them with the necessary basic foundation and tools for effective functioning in the society. However, when these basics are absent, it could be said that some level of confidence and all other levels of education will collapse.
The National Policy On Education in Nigeria (2004) emphasizes the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society, the acquisition of appropriate skills, abilities and competencies both mental and physical as equipment for the individual to live and contribute to the development of his society. The design of an educational programme is influenced by a wide variety of decisions ranging from the type of educational policy on the aims or content of the curriculum, planning of the curriculum policy or curriculum priorities to operate programmes within the schools.
According to Tanner (1975) curriculum is from the Latin root-word curus (running). It came to be used to describe the “face course” by contestants, in those days, in education it was figuratively used to refer to the course programme run by students towards their certification. In its very narrow sense it refers simply to the subjects the learner for any programme have to cover before they could be said to have completed that class/programme.
Curriculum has numerous definitions which can be slightly confusing in its broadest sense. Curriculum may refer to all courses offered by the school, it could be regarded as the sum total of the school’s planned programme of study, designed to bring about desirable changes in behaviour of student or learner both in and outside the class. Similarly, curriculum has been viewed by Bobbit (1981:42) as “that series of things which children and youth must do and experience by way of developing abilities to do things well that make up adult life; and to be in all respect what adult should be” it is a prescribed course of studies which students must fulfill in order to pass a certain level of education.
Okoli (2006), has also reiterated that curriculum is “all of the experiences the child has under the ages of the school”, this conception was also created by progressive educators during the 1920s to emphasize several beliefs that they considered central to any adequate conception of education. When we talk about curriculum we mean that body of materials that is planned in advance for classroom use. That the teacher uses to promote learning, acquire skills and develop beliefs on valued types of experiences. Curriculum studies provide the theoretical background for meaningful education, if the young and inexperienced members of the society are to be properly brought up, the school and other educational agencies in the society must be mutually supportive. Therefore, curriculum is seen as the whole of the interacting forces of the total environment provided for the younger and inexperienced members of society by the school and its complementary agencies. To reflect these, curriculum must be regarded as the process of determining and pursuing set societal objectives. To highlight this, Ola Oloidi in Okoli (2006) emphasized that traditional Africans before the influence of foreign cultures had a highly structured system of Art-education that was very effective in ensuring the continuity of its age-old art and culture. This was even before the coming of the colonial administration and missionaries in Nigeria by then....
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Item Type: Postgraduate Material | Attribute: 67 pages | Chapters: 1-5
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