ABSTRACT
The research is a Descriptive Survey. It concerned with the
relationship between theory and practice of teaching fine arts. It aimed
describing in a systematic manner the facts about the state of arts teaching.
The study was interested in describing the relationship between theory and
practice of teaching fine arts in secondary school in Kano State. The study
was not trying to indicate their magnitude of the relationship between the
two complimentary variables, but describe its cause and effect on arts
teaching.
The major problem of the study is the wide gap that is created
between the teaching of theory and practical arts courses in senior secondary
schools in the state. So the main objective of the study was to find out the
degree of such relationship or gap for proper solution.
The study covered the eleven (11) secondary schools, selected for the
ten (10) Zonal Education Areas which offered Fine Arts in Kano State.
Considerable number of students and Fine Arts teachers were sampled from
the population for the study. And, the research findings show that, there was
a large amount of gap existing between theory and practice of teaching Fine
Arts in secondary schools. This was the major cause of the problems facing
the teaching and learning of Fine arts in Kano State.
Based on the finds, it is recommended that equally contribution
should be given to both theory and practice in schools. Both are important to
art education. The time table should made it possible.
TABLE OF CONTENTS
Title page page
Declaration i
Dedication ii
Certification iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER ONE:
Introduction
1.1 Background of the Study 1
1.2 Statement of the Problem 2
1.3 Objectives of the Study 3
1.4 Significance of the Study 3
1.5 Research questions 4
1.6 Research hypotheses 4
1.7 Delimitation and scope of the study 5
1.8 Definitions of terms 5
1.9 Organization of the Study 6
CHAPTER TWO
Review of related literature
2.01 Introduction 8
2.02 Theoretical framework 9
2.03 Function of Fine Arts in secondary schools in Kano State 10
2.04 Objectives and functions of teaching Fine Arts in
secondary schools Kano state 12
2.05 The relationship between theory and practice of
teaching Fine Arts in Secondary Schools in Kano state 16
2.06 Theory and practical teaching materials in secondary schools 20
2.07 Value of theory and practical teaching materials in secondary
schools 21
2.08 Selection of theory and practice teaching methods in
secondary schools 24
2.09 Using instructional teaching materials for theory and
practice lessons in secondary schools 27
2.10 Summary of literature and uniqueness of the study 29
CHAPTER THREE
Methodology
3.1 Introduction 30
3.2 Research design 30
3.3 Population and sample 30
3.4 Research instruments 33
3.5 Validity of the instruments 33
3.6 Data distribution and collection 34
3.7 Data analysis 36
CHAPTER FOUR
Data presentations, result and discussion
4.1 Introduction 37
4.2 Analysis of the students’ questionnaire 37
4.3 Analysis of the teachers’ questionnaire 43
4.4 Analysis of both the teachers and the Students questionnaires 47
4.5 Major findings 51
CHAPTER FIVE
Summary, conclusion and recommendations
5.1 Summary 55
5.2 Conclusion 56
5.3 Recommendations 57
Bibliography 60
Appendices:
A: The students’ questionnaire on the teaching of
theory and practice in secondary schools 64
B: Questionnaire for teaching on theory and practice
Causes in fine arts 66
C: A Liket Type Questionnaire for both teachers and
Students on teaching theory and practice causes in fine
Arts 68
D: Checklist on materials for teaching theory and
practice in fine arts 70
E: Map of Kano state (scope of the study) 72
F: Introductory letter 73
LIST OF TABLES
1. Schools sampled and their population 31
2. Data distribution and collection 34
3. Analysis of the students’ questionnaire 37
4. Analysis of the teachers’ questionnaires 43
5. Analysis of both the teachers’ and the students’
questionnaires 47
6. Checklists on materials for teaching theory and practice in
Fine Arts 70
7. Map of Kano state showing the scope and the area of the
study: the ten Zonal Education Areas (chapters 1.7 &.3.2) 72
8. Introductory letter 73
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Many researches had been conducted and produced on so many
problems affecting the development of art education in Nigeria.
Example Mbahi, (1983:5), discovered that in Nigeria, the performance
of school leavers in Teachers’ Certificate Examination is not
commendable and Kabir, (2004:48), In addition, although the teaching
of art in schools has been generally accepted, art is not always to be
found in most of our schools. There are a lot of things which cause the
problems of the teaching and learning of Fine Arts in secondary
schools in Nigeria. Such problems include lack of adequate attention
given to the subject by the society and educational authorities. High
premium is not placed on the subject in the schools curriculum.
Negative impressions are taken to the minds of the students and
education administrators, which created misconception regarding the
real concept of arts in the schools curriculum. Generally art is seen as
only simple practical activity.
Today, there is a need to investigate seriously what are the
causes of the problems. One major cause of these problems could be
attributed to the disagreement that occurs between the level of
teaching theory and practice of the subject. That is so say, the extent
of gap that is created between the theory and practice of teaching Fine
Arts in secondary schools in Kano State is the one of the major cause
of the problems. The problems are seriously affecting fine arts
teaching.
The researchers’ concern in this study is to know the extent of
the gap created between the theory and practice of teaching Fine Arts
in secondary schools in Kano State. This is to enable the researcher to
describe the relationship between the two variables of teaching in
Kano state
The study of both the theory and the practice of teaching Fine
Arts and the relationship of the two, attract many art teachers and
administrators to take it as the means to improve and develop the right
methods and approaches to teaching and learning (art appreciation) in
Nigerian Senior Secondary Schools. Art education provides an
excellent ground in the fundamentals of fine arts teaching theory and
practice:
1.2 Statement of the Problems
The problem of this research was the degree of relationship or
gap between theory and practice of teaching art in secondary schools.
It was envisaged that theory and practice were not considered equal in
teaching. The research was interested in knowing is the degree of such
gap, the theory courses, the practical courses, how they are taught.
The basic assumptions are that:
1 There is a poor adoption of teaching methods and strategies in both
theory and practice affect teaching of fine arts in the schools.
2. Theory and practice of teaching fine arts are not equally applied in
disseminating fine arts teaching because of the wide lag that is created
between the practice and the theory of teaching fine art in the state.
3. Theory and practice of teaching Fine Arts lack variety of activities
that could actually sustain the students’ interest. Teachers use any
type of instructional aids to motivate the students.
1.3 Objective of the Study
The main objective of the study was to find out the relationship
between teaching in theory and practice in Fine Arts secondary in
Kano State. Other objectives were:
1. Fine out the extent of the relationship between the theory and practice
of teaching fine arts in senior secondary schools in Kano State.
2. Determine whether theory or practice is taught
3. To find out how the two areas are taught and how many times.
1.4 Significance of the Study
The important of the study was to provide explanation for the
proper use of theory and practice of fine arts teaching in senior
secondary school so that the student, teachers, society and
administrators can recognize the objectives and important of fine arts.
Hence, knowledge of the relationship between the theory and practice
of fine arts dissemination will help to bridge the gap between theory
and practice of teaching fine arts in the state. The study is therefore
significant for the fact that, it will also contribute immensely into the
insight on the methods usually adopted in the teaching of fine arts; as
well as the appropriate teaching materials which can facilitate an easy
and successful delivery of fine arts teaching in senior secondary
schools.
The outcome of the study indicated the extent to which the
senior secondary schools, in Kano State, can meet the stated
objectives of teaching fine arts with the hope that the areas of
deficiency can be identified. This will enable the fine arts teachers and
school administrators to generate further enquiries that can be useful
to other fine arts teachers and students.
The researcher, however, has the view that the study can foster
remedy to these peculiar problems, and explain the events that can be
helpful to the fine arts teachers, for them to become more effective
and more efficient in carrying out their art teaching activities by both
or either the theory or practical teaching.
1.5 Research Questions
The study is designed on the assumptions that, a wide gap
exists between the theory and the practice of teaching fine arts in
secondary Schools in Kano State. The problem is that of determining
the relationship existing between the theory and practice of Fine Arts
teaching. Based on the objectives of the study, the following questions
were raised on the type of Fine Arts teaching methods and strategies
which would best suit the purpose of this study:-
1. What is the theory course taught in schools?
2. What are practice courses?
3. How many times are each taught?
4. What are the problems of teaching theory and practice?
5. Is there any problem of gap or relationship of teaching theory and
practice in schools?
1.6 Research Hypotheses
The following hypotheses were developed to guide the study:
1. There is no significant gap between the teaching of theory and
practical of Fine Arts in secondary schools.
2. There is no significant relationship between theory and practical of
teaching Fine Arts in schools.
3. There is no significant difference in the time allocated to theory and
practice of Fine Arts on the school timetable
1.7 Delimitation And Scope of The Study
In the attempt to carry out the research study, the research was
only limited to only eleven (11) secondary schools that offered Fine
Arts. The schools were selected randomly from the ten (10) Zonal
Education Areas of the state. The ten zones were: Bichi, Danbatta,
Gaya, Gwarzo, Minjibir, Municipal, Nassarawa, Rano, Tudunwada,
and Wudil Zonal Education Areas, These included the Kano
Education Resources Department (K.E.R.D.) Fine Art Section, which
is a department under the Kano State Ministry of Education.
Local government areas were not considered for the data
collection because, all the senior secondary schools in Kano state
were distributed according to the ten zonal education areas. That is to
enable the state Ministry of Education (M.O.E) to have easy control
over all the senior secondary schools in the state.
1.8 Definition of Terms
For the sake of this research content, some of the key terms are
stated below.
1. Teaching of Fine Arts: A special formal training given to the
students in order learn art works and aesthetics which concern
both the art appreciation and making of art objects that can
serve a particular purpose or perform certain functions.
2. S.S.S.: Senior Secondary School. The second part of secondary
school education that covers three years.
3. Theory Lessons: The kind of explanations, teaching methods,
appreciation, and note taking for the understanding of art
works. Example: Art Education and Art History.
4. Practical Lessons: the production of art works through class
activities. Such practical lessons are like drawing, paining,
sculpture, ceramics, constructions, productions and
manufacturing domestic materials like carbonates.
5. Relationship Between Theory and practice in Fine Arts: The
state and conditions on which the theory and practice of
teaching fine arts in senior secondary school in Kano state are
interconnected with each other and the influence of one over the
other
1.9 Organization of the Study
The research report is in five chapters which include the
bibliography, appendices and list of tables. The Preliminary pages
contained the title, declaration, dedication, certification,
acknowledgement, abstract, table of contents.
Chapter one covers the introduction of the study, background of
the study, statement of the problems, purpose of the study, objectives
of the study, significance of the study, research questions, research
hypotheses, delimitation and scope of the study, definitions of terms
and organization of the study.
Chapter two covers the review of related literature from text
books, theses, dissertation, the research works and periodicals. The
literature review in this research therefore presented the research
problems that were organized in few appropriate sub-headings in
order to indicate the related areas that were covered in the research.
Such related areas are educational theories and practice, objectives of
teaching fine arts in senior secondary schools, teaching methods,
materials and the main problem facing the teaching of fine arts the
secondary school Kano state.
Chapter three covers the research methodology. It contains the
research design, population, sampling techniques, research
instruments and implementation. Others include the validity of the
instruments, data distribution and collection as well as the data
analysis procedures. It is also in this chapter that the research method
adopted is explained, mentioning the target population and the number
of schools sampled from the ten Zonal Education Areas. It is also
stated in this chapter that, the sampling technique was discussed.
Chapter four is data presentation, analysis, result and
discussion. The chapter contains the analysis of the students’ and
teachers’ questionnaire. The chapter also covers the summary of the
chapters as well as the research’s major findings. Here data collected
were analyzed using statistical presentations in tabular forms. The
statistical quantities in the research were analyzed and interpreted in
relation to the research questions that were formulated to guide the
study. It was from the research interpretation that the results of the
analyzed data were recorded.
Chapter five is on the summery, conclusion and
recommendations. The researcher summarized all what had been
discussed in chapter four, made conclusions, recommendations, the
references, and the list of appendices.
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