The Instructional Processes for the Teaching of Some Difficult Topics in the Ghanaian SHS Visual Art Curriculum

George Opoku Mensah, Akosua Tachie-Menson


The researcher investigated four topics’teaching-learning processes or described and analyze strengths and weaknesses in teaching and learning of four difficult topics in Ghanaian Visual Art curriculum.The study employed qualitative research approach with descriptive research and quasi experimental design research methods. Data were gathered via questionnaire administration and observation. Purposive and simple random sampling procedures were used to select 49 respondents. Questionnaire urged teachers and students to describe teaching and learning of layout, composition, design and lettering in two Senior High Schools, whether there are shortcomings in the four topics’ lessons. Responses revealed that there are no standardized textbooks, inadequate tools, equipment and materials for teachers and students to do practicals in the two SHS. During observation of teaching and learning of the four topics’ lessons in General Knowledge in Art, Graphic Design and Picture Making, it was noted that there were few resources available to the two SHS in Ashanti. As a result, Visual Art students were allowed to use bamboo/cane in calligraphy lessons observed. Some students used more colours than required number. Others made spelling, spacing and layout mistakes. Some words were missing in calligraphy/poster works. Some calligraphies were without border designs or initial letters, not decorated. Some objects were out of proportion. A student wrote freestyle letters in boxes. Teachers did not teach topics like optical spacing cartoon, fabric and edition binding practicals. Students produced pictorial posters without letters. A teacher said, citation can be written with black letters only, letters are in some PM3.

Keywords: Instructional Processes, Visual Arts, Curriculum, Teaching, Layout.

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