scholarly journals Identity and the Visual Arts Curriculum in Colonial and Postcolonial Hong Kong

2010 ◽  
Vol 36 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Ma So Mui
Keyword(s):  
Hong Kong ◽  
Visual Arts ◽  
Arts Curriculum ◽  
Visual Arts Curriculum

Of the Akan people: Colour and design education in Ghana

2020 ◽  
Vol 16 (3) ◽  
pp. 399-416 ◽  
Author(s):  
Patrique deGraft-Yankson
Keyword(s):  
Visual Arts ◽  
Visual Communication ◽  
Design Education ◽  
Proper Understanding ◽  
The People ◽  
Arts Curriculum ◽  
Education In Ghana ◽  
Visual Arts Curriculum ◽  
Design Experience

This article digests some of the general ideas that constitute the concept of colour among the Akan people of Ghana and how their proper understanding and desirable consideration will enhance effective visual communication in the Ghanaian visual arts curriculum. The investigation, which involved a number of conversations with knowledgeable personalities in the teaching and speaking of the Akan language, sought to bring out the perceptions, beliefs and functions of colour among the people. The outcome of the study pointed to how colour resides deeply within the traditional lives of the Akan people, not only as aesthetical experience but also as an ‘object’ of cultural and spiritual signification. The study therefore recommends a proper understanding of and conscious respect to the perceptions and meanings of colour among contemporary Akan designers and design educators to improve the design experience of teachers, learners and practitioners.

scholarly journals THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

2017 ◽  
Vol 75 (4) ◽  
pp. 394-409
Author(s):  
Julius Ssegantebuka
Keyword(s):  
Visual Arts ◽  
Practical Knowledge ◽  
Integrated Approach ◽  
Design Data ◽  
Visual Arts Education ◽  
Short Period ◽  
Arts Curriculum ◽  
Arts Teachers ◽  
Visual Arts Curriculum

The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. Keywords: case study, pre-service teachers, relevant visual arts curriculum.

Session II: Essential components for a visual arts curriculum for highly talented high school‐age students

Roeper Review ◽  
1991 ◽  
Vol 13 (2) ◽  
pp. 69-71
Author(s):  
Kenneth Snelson ◽  
Todd Siler ◽  
Lilian Schwartz ◽  
Jeffrey Can ◽  
George Strange
Keyword(s):  
High School ◽  
Visual Arts ◽  
School Age ◽  
Essential Components ◽  
Arts Curriculum ◽  
Visual Arts Curriculum

scholarly journals A Visual Arts Curriculum Requires Vision

1999 ◽  
Author(s):  
Carol Langton
Keyword(s):  
New Zealand ◽  
Lifelong Learning ◽  
Visual Arts ◽  
Daily Living ◽  
Essential Element ◽  
Intellectual Ability ◽  
Spiritual Needs ◽  
The Arts ◽  
Arts Curriculum ◽  
Visual Arts Curriculum

The Arts in the New Zealand Curriculum draft, was launched by the Hon. Dr. Nick Smith, then Education Minister, on 12 May, 1999. It states that; “Dance, drama, music and the visual arts develop the artistic and aesthetic dimensions of human experience. They contribute to our intellectual ability and to our social, cultural, and spiritual understandings. They are an essential element of daily living and of lifelong learning” (Foley, Hong & Thwaites, 1998, p. 8). Despite its promises, the Visual Arts component of the draft curriculum is struggling to meet the “intellectual...social, cultural and spiritual....” needs of New Zealand students and teachers. The aim of this paper is to identify the criteria needed to teach visual arts in New Zealand and decide if the draft document meets these criteria.

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