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1.1 Background of the Study
 Art as a subject has long been accepted and included in the Nigerian school curriculum. This is dated back to 1922 and that was the effort of Aina Onabolu, the first art teacher in the country who started teaching art in some primary schools in Lagos unofficially after developing art skills through private practices. He later obtained a diploma in art in London and started teaching art officially on return to Nigeria. As a result of students’ growing interest in the subject, Aina Onabulu appealed to the Government of Nigeria to employ the services of some foreign art teachers and this led to the coming of Kenneth C. Murray and Dennis Duerden. Their commitment to the teaching of art gave rise to the establishment of art centres in Lagos, Ibadan, Umuahia and Zaria. Ever since, there has been growing turn out of art teachers from our schools. These teachers are expected to teach either in the primary, secondary or tertiary institutions. The focus of this work is to investigate the availability, which is in terms of employed art teaching staff and the adequacy thereof, which is in terms of the quantity of such art teachers in Junior Secondary Schools in Abuja Municipal Area Council (AMAC). National Policy on Education (1989:16) states that “Secondary education is the form of education children receive after primary stage”. This makes it necessary to examine the purpose of art teacher education with the view of establishing whether their services are adequately utilized in Junior Secondary Schools in Abuja Municipal Area Council (AMAC) where art is taught with large student-population records. The study will reveal the worth of art teachers in this area and consider, whether they are adequate enough to enhance art teaching and learning for practical utility. Kanu (1994:104) posits that the relevant Junior Secondary School teacher therefore has: i. Clear understanding of the school system within a community context; ii. Sound understanding of her teaching subject content and process skills; iii. Understanding of the rational, assumption; iv. and practices of contingency implementation model in the context of her teaching area; v. Sound understanding of practical implication for teaching area of the principal of evaluation by continuous assessment. The task of finding out whether the present art teaching staff in Abuja Municipal Area Council Junior Secondary Schools are achieving the stipulated art teaching objectives is a pressing need. In Nigeria today, art teaching in Junior Secondary Schools faces a lot of setback. These setbacks are not only in shortage of infrastructural facilities, equipment, tools and art materials, but also in the area of under-employment of art teachers in the schools. This incident may have resulted in students’ lack of interest in offering art at Senior Secondary level. Talabi (1979:2) believes that: The art of the adolescent reveals the undeveloped mind of the child in so far as the subject has not grown with him from childhood. At school certificate level, the sixth-form child often produced “child art”. At this level art becomes selective and very few continue for the final certificate examination. It should be observed that when students who are expected to form the nation’s future man-power are not motivated enough to acquire art skills for necessary uses, the development patterns art could offer will be manifestly lacking. Obviously, Nigeria is in dire need of sustainable development to care for its people and growing economy. The fact remains that it is human resources or man power availability that will bring about the expected sustainable development. Thus, it becomes important to know whether the art teachers in the area of study are in tune with Information and

Project detailsContents
Number of Pages79 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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