Instructional Methods in Two-dimensional Creative Arts Education among Primary School Teachers in the Asante Akim North Municipality

Abstract

Two-dimensional Creative Arts provides opportunities for learners to develop their creativity‚ visual literacy and practical problem-solving skills․ However‚ little is known about how the subject is organised‚ taught and learnt in primary schools in the Asante Akim North Municipality․ This research investigated teachers' pedagogical practices in teaching the two-dimensional Creative Arts․ The descriptive mixed-methods study involved headteachers‚ Creative Arts teachers and Basic Six pupils․ The questionnaires‚ interviews‚ classroom observations and a learner performance test were analysed using frequencies‚ percentages‚ means‚ standard deviations and thematic analysis․ The results indicated that drawing was the most frequently used approach to teaching of the 13 teachers (12 teachers or 92․3 percent)‚ while collage and printmaking were never used (0․0 percent)․ All 13 teachers reported using pencils‚ crayons‚ and markers (100%)‚ which indicates a narrow use of art materials on the part of teachers․ Pen and paper assessment was mostly theoretical‚ used by 75% of teachers in quizzes and tests․ Creativity‚ experimentation and skills were rarely assessed․ Four out of ten teachers did not use other forms of multimedia‚ whereas 46․2% of teachers reported using them occasionally․ It was demonstrated that the teaching of Creative Arts as a two-dimensional subject in the municipality is constrained by poor teacher preparedness‚ limited resource materials‚ poor exposure to practical work‚ and poor authentic assessment practices․ In-service training‚ art resource provision‚ and instructional supervision should be improved‚ while assessment recommendations should focus on creativity‚ process‚ originality‚ and learner involvement in all participating primary school classrooms․