century in nigeria: challenges and prospects by nwombu
TRANSCRIPT
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 397
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and
Prospects
By
Nwombu, Ugochukwu Kingsley PhD
Department of Fine and Applied Arts, Faculty of Humanities,
Ignatius Ajuru University of Education, Port Harcourt
Email: [email protected]
Abstract
Teaching and learning in 21st century is more dynamic than ever
before, resulting from the changes in the learning environment.
Technology which is the collection of techniques, devices and
materials developed by culture or people has not only influenced the
act but has equally modified and enhanced this very task. It has
changed teachers' practice, motivated the students and created
learning experiences. Technology helps the students to practice
concepts, engage them in high-order thinking, and problem solving.
Invariably, it helps teachers of art to help their students hone skills
and knowledge which can serve them for the rest of their lives. The
main aim of this study was to determine the dynamics of teaching
art in 21st century. Identify possible challenges and articulate the
anticipated prospects to both teachers and learners. The method
adopted is essentially expository and evaluative. It prescribes
effective art teaching strategies and the supporting and enhancing
role that technology can play in art instruction. This study
recommends that instructional strategies be fused together with
technology to create a dynamic learning environment.
Keywords: Dynamics, Teaching Art, Techniques, Technology
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 398
Introduction
Class instructions in 21st century is more challenging than ever before. In
United States, heeding educational leaders call for students to "learn how
to learn" in order to better prepare for the 21st century. Teachers now use a
common vocabulary to pinpoint the strategies of learning which they use
and teach their students Pitler, Hubbell and Malenosk (2017, p.1). Here in
Ignatius Ajuru University of Education Port Harcourt students have not
learnt "how to learn" in the sense that; it is difficult to have a full class each
time the lecturer goes to teach. Some will join the class when lesson is going
on, a situation that do not favour learning as the students’ performance
declines gradually. It becomes pivotal that we join the educational leaders
in United State and call on our students to “learn how to learn”. This clarion
call should extend to other universities in Nigeria for reawakening the
students to rise up to their task. In 21st century, the world has witnessed
advances in 'technology'. Education has incorporated technology into class
room instruction. Most teachers are eager to embrace new technology.
Teachers who have brought technology into their classroom are aware that
it provides an opportunity to differentiate instruction and turn the
classrooms into dynamic learning environments.
Technology from the vantage point of this study, is a collection of
techniques, a device, material or sequence of mathematical coded electronic
instructions created by a person's mind that is built, assembled, or
produced and which is not part of the natural world, http://wiktionary.org.
Technology enhances the goal-setting process by providing organizational
and communication tools that make it easier to clarify the learning
objectives. Technology also gives teachers access to resources that can help
them identify and refine standards and objectives.
Many teachers already use computer to plan their lesson and unit plans and
are familiar with the basics of word processing, organizing and
brainstorming software, data collection tools, web resources and
communication software. Other technologies that are vitally of use by
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 399
teachers are laptops, hand held devices like smart phones, tablets, palm
notes (note books), digital camera, projectors, tape recorders, the list is
endless. They all contribute towards effective teaching and learning. IGI
Global (2019) views teaching in education as the concerted share of and
experience which is usually organized within a discipline and more
generally, the provision of stimulus to the psychological and intellectual
growth of a person by another person or artifact. This is a 21st century
definition of teaching globally because of the technology that is with us. To
stimulate psychological and intellectual growth in a person, technology is
highly needed.
Teaching is a process in which one individual teaches or instructs another
and is considered as the act of impacting knowledge to the learner in the
classroom situation, physicscatalists.com (2019). Definitions like this is
mundane. It is also the traditional type and not a 21st century working
definition of teaching. This conveys to us how crucial teaching is and how
dynamic it continues to remain.
Teaching art in retrospect
Art was first studied as master-apprentice system (apprenticeship)
Onuchukwu, (2001; p. 170) & Oloidi, (1985: p.1). Such a guild education
transformed the individuals and the culture they belonged. The artisans
(craftsmen) created utilitarian objects that served multi-purpose function in
the society, ranging from religion to education, entertainment to socio-
political, economic to cultural value preservation for the people. Art and
culture are intertwined in re-enforcing each other's identity in the social
environment. Art had and is still serving the society at the cultural
dimension. Its importance cannot be over emphasized as the society
transmits its knowledge from generation to generation believing that the
experience of such individual develops the head, the heart and the hands
(3h) called domains of learning, Obagah (2017; p.6). The essential method
in training was observant participatory. The content was composed of their
environment both immediate and the surrounding, of course nature was
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 400
still man’s lesson book. However, they served/functioned effectively in the
ancient culture. Art is being defined as the conscious production or
arrangement of sounds, colours, forms, movement or other elements in a
manner that affects the sense of beauty, especially, the promotion of the
beautiful in a graphic or plastic medium, http://wiktionary.org.
Theory-based meta-analysis (instructional strategies)
100 research reports in 30 years to identify categories of instructional
strategies by Mid-continent Research for Education and Learning (McREL)
that have the most profound effect on students’ achievement. The analysis
revealed nine categories of instructional strategies that have the high
probability of enhancing student achievement for all students, in all subject
areas including “Fine Arts” and at all levels. A report describing the
findings, a theory-based meta-analysts research on instruction published in
1998, www.mcrel.org/instructionmetaanalysis. In 2001, Robert J. Marzano,
Debra Pickering, and Jane E. Pollock wrote Classroom Instruction that
Works: Research-Based Strategies for Increasing Students Achievement.
The book presented the research first identified in McREL's report of 1998,
and also offered explicit examples, suggestions for classroom practice.
What is meta-analysis: A meta-analysis combines the results from a
number of studies to determine the average effect of a given technique.
Nine categories of instructional strategies were identified. Marzano et al
(2001; p.6).
The tables below, both the nine categories of instructional strategies and
their definitions were sourced from Pitler et al (2007; p.8-9)
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 401
The nine categories of instructional strategies that affect students’
achievement S/n Strategies Average
Effect size
Percentile
Gain
Number
of
Studies
1. Identifying similarities and differences 1.61 45 31
2. Summarizing and note taking 1.00 34 179
3. Reinforcing effect and providing recognition 1.00 34 179
4. Homework and practice 77 28 134
5. Non-linguistic representation 75 27 246
6. Cooperative learning 73 27 122
7. Setting objectives and providing feedback 61 23 408
8. Generating and testing hypothesis 61 23 63
9. Cues, questions and advance organizers 59 22 1251
Definitions of the nine categories of strategies Category Definition
Identifying similarities and differences Enhance students' understanding of and ability to
use knowledge by engaging them in mental
processes that involve identifying ways items are
alike and different
Summarizing and note taking Enhance students' ability to synthesize information
and organize it in a way that captures the main ideas
and supporting details
Reinforcing effect and providing
recognition
Enhance students' understanding of the relationship
between effort and achievement by addressing
students attitudes and beliefs about learning.
Provide students with rewards or praise for their
accomplishment related to the attainment of a goal
Homework and practice Extend the learning opportunities for students to
practice, review and apply knowledge. Enhance
students' ability to reach the expected level of
proficiency for a skill or process
Non-linguistic representation
Enhance students ability to represent and elaborate
on knowledge using mental images
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Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 402
Cooperative learning Provide students with opportunities to interact with
each other in groups in ways that enhance their
learning
Setting objectives and providing
feedback
Provide students direction for learning and
information about how well they are performing
relative to a particular learning goals so that they
can improve their performance
Generating and testing hypothesis Enhancing students' understanding of and ability to
use knowledge by engaging them in mental
processes that involve making and testing
hypothesis
Cues, questions and advance
organizers
Enhance students' ability to retrieve, use and
organize what they already know about a topic
Dynamics of teaching Art in 21st century
What will students learn in art (in planning process)? What knowledge and
skills do I want my student to have at the end of this lesson/class, or unit?
As a teacher, you must know the specific standards, the basic and
supporting knowledge that students are expected to learn.
Instructional strategies should come to mind. The first to be considered is
that you set objectives right. The objectives must be specific but flexible.
This establishes the direction for learning. Setting goals or objectives is a
skill that successful people have mastered to help them realize both short-
term and long-term accomplishments, Pitler et al (2007, p. 17).
The flexibility of learning objectives will allow students personalize the
objectives or goals thereby be motivated to pursue the set goals (Horn and
Murphy, 1983; p. 275-285). Considering these statement with KWHL
acronym
KWHL: K - know about a topic; W - what they want to learn about that topic
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 403
H - how they plan to learn it; L - what they learned at the end of the unit or
activity
Therefore, what you know about a topic; what you want to learn about that
topic, how you plan to learn it, and what you actually learnt at the end of
the activity is the emphasis of KWHL.
KWHL Template
Drawing
Content for art teaching
What is there to teach, can also mean is there a particular content unique to
art that is not encountered in other fields of study? This important question
demands a correct answer. The major goals (objectives) of teaching art
satisfied the claim that art belongs to curriculum because the purpose of art
is similar to that of other subjects. Works of art are forms of expression that
evoke response. We need to ask ourselves, what is expressed? And what is
responded to. They are as follows:
What do
you
Know?
What do
You want
To know
How will
you find out
What did
you learn?
I know how
To sketch and
Outline images
I want to
Learn more
About drawing
I am going to
Start with drawing
Simple objects
I have
Learnt
Drawing
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 404
(1) Subject (2) Theme (3) Medium (4) Product (5) Function (6) Design and
(7) Style.
Almost anything anyone can say about a work of art or any art processes
involves these features.
Subject(s): refers to any and all recognizable objects in a piece of work
(artwork). It may be
natural or manmade.
Theme: the ideas, moods or symbolic meaning expressed by the work of
art.
Media: refers to the physical materials used to give a work of art its material
form such as clay, paint and plastic. It is also referred to the process by
which these materials are given forms, such as glazing, stenciling, and
chiseling. Materials are physical substance, but when the artist exploits
their visual qualities to express an idea, theme, or feeling they become
media. That is the means through which the artist's idea is realized.
Product: is the work of art such as drawing, painting, textile, pottery, alter
pieces, architecture and the like. Discussions of products usually arise when
painting is compared to sculpture or textile is compared to graphics.
Function: the various uses for which works of art have been made, such as
amusement, commemoration, communication, worship etc. objects such as
textiles, potteries, paintings can be described in terms of their utilitarian
function but all art has an expressive function.
Design: refers to the structural and formal element of art such as line, shape,
form, colour, texture, space, value, and movement. The principles by which
these elements are organized, such as rhythm, balance, emphasis,
proportion, unity and variety, the formal analysis of a work of art involves
a discussion of the work's design.
Style: refers to the name given to group of works seen as belonging together
because they resemble each other in one particular way. Style names
sometime are identical with the culture that produce the works such as
Benin art, Ife art, Roman art, Egyptians art and so on.
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 405
Evaluation of works of art
Evaluation involves the determination of the attainment of clearly defined
educational goals and objectives. Instruction in art involves the
specification of the behavior and the achievement level to be attained at the
end of a given period; careful formulation of conditions which will make it
possible for the student to behave in the desired manner and means for
assessing whether or not the behavior has been achieved. It is expected that
specific objective be set for the productive aspect of art, Uzoagba and Ogboji
(2008: p.18).
Gaitshell and Hurwitz (1975) attempted to use Bloom’s taxonomy to
analyze the art programme. In doing so the cognitive domain was sorted
into eight levels;
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Receiving
7. Responding and
8. Valuing
1. Knowledge: Students are expected to learn facts about art history,
art terminology use of materials and tools and principles of design.
2. Comprehension: The students have to recognize styles, and
symbols; understand key ideas in design and history and roles of the
visual arts; and direct ideas to specific visual references.
3. Application: Students are expected to apply the visual principles in
their work.
4. Analysis: They are supposed to be able to identify design
components and the relationships of elements of design.
5. Synthesis: Students are supposed to be able to use the knowledge of
design, tools and materials in their work.
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Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 406
6. Receiving: The student should be capable of accepting the teacher’s
criticism, comments of his classmates and various views of experts
in the field.
7. Responding: The student should be capable of discussing and
exchanging opinions about works of art.
8. Valuing: This involves the student to appreciate and constructively
criticize works of art using the aesthetic categories.
Conclusion
Teaching of art in 21st century like every other discipline of learning is more
challenging because of the attitude of students towards learning. In line
with the demand that students should learn how to learn by education
leaders in United States, the teachers in Nigeria are making similar charge
to students in order to fit properly in the 21st century demands.
Education has incorporated technology into classroom instruction. Since it
has become a welcomed development, teachers who brought technology
such as computers, hand held devices into their classroom are aware that it
enhances instruction and turns the classroom into dynamic environment.
Teaching in education is a concerned share of experience which is
organized within a discipline. It provides stimulus to the psychological and
intellectual growth of a person by another person, IGI Global (2019).
Technology should be understood and respected for its importance in the
society.
On the historical survey of art teaching in Nigeria, a master apprentice
system (apprenticeship) was identified. This type of education transformed
the individual learner and the culture he belonged. The works of art
produced were useful and served multiple functions in the society, ranging
from education, entertainment, economic to worship (religion). The
knowledge and skill which were transmitted to the learner developed the
head, heart and hands (3h). This made him serve effectively in the ancient
society.
Port Harcourt Journal Of History & Diplomatic Studies |www.phjournalofhistorydiplomaticstudies.com Vol.6 N0.3 September, 2019
Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 407
Following a theory-based analysis of several years’ research by Mid-
continent Research for Education and Learning (McREL) published in 1998.
In 2001, Amarzano et al identified nine categories of instructional strategies
that work in classroom instruction. They are
i. Identifying similarities and differences
ii. Summarizing and note taking
iii. Reinforcing effect and providing recognition
iv. Homework and practice
v. Non-linguistic representation
vi. Cooperative learning
vii. Setting objectives and providing feedbacks
viii. Generating and testing hypothesis
ix. Cues, questions and advance organizers.
In art teaching, objectives are set right objectives much be flexible to
establish direction for learning. The content for art teaching are the seven
features of any work of art (a) subject (b) theme (c) medium (4) product (5)
function (6) design and (7) style.
To determine the attainment of set objectives, those behavior and
achievement levels to be attained at the end of a given period must be
assessed whether or not attainment has been met. It is expected that specific
objectives be set for the productive aspect of art. In analyzing art
programme the following criteria were suggested: Knowledge,
comprehension, application, analysis, synthesis, receiving, responding and
valuing.
Recommendation
1. This study recommends effective art teaching strategies
2. Supporting and enhancing roles of technology to art instructions
(teaching)
3. Instructional strategies should be fused together with technology to
create a dynamic learning environment.
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Dynamics of Teaching Art in 21st Century in Nigeria: Challenges and Prospects 408
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