<p><em>This paper explores the conventional artist and environment connections, and argues that, environment that produce the Senior High School student do so with peculiar material affinities and competences ripe for 21<sup>st</sup> century art. The culture of obliging student to a few institutionalised media like clay, dyes and paints in the studio based art disciplines inhibit the numerous possibilities available, and confines art education to limited aptitudes and few institutionally expected expressions in pre-tertiary art education in Ghana. Using content analysis, the paper examines the Art Curricula and WAEC examination questions for Art Students at the SHS level. It recommends that, curricula and examination item reviews, as well as the incorporation of visual and material culture into artistic processes through democratization and participations of candidates’ cultural backgrounds, will usher in an art education premised on meaning making and conception, and institutionally groomed cultural ambassadors with significant material and visual diversities and competences.</em></p>
Rethinking Materiality In Pre-Tertiary Studio Art Education In Ghana
