Teacher competence in the teaching and learning of creative arts in the primary school

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.

Source: UEW