Bringing Entrepreneurship into Visual Arts and Music Classrooms: An Evaluation of Basic Education Arts Curriculum Implementation Strategies

2020 ◽  
pp. 1-14
Author(s):  
Magdeline Chilalu Mannathoko
Keyword(s):  
Visual Arts ◽  
Basic Education ◽  
Curriculum Implementation ◽  
Implementation Strategies ◽  
Arts Curriculum ◽  
Music Classrooms

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.

The Art of Yoga Project: A Gender-Responsive Yoga and Creative Arts Curriculum for Girls in the California Juvenile Justice System

2010 ◽  
Vol 20 (1) ◽  
pp. 110-118 ◽  
Author(s):  
Danielle Arlanda Harris ◽  
Mary Lynn Fitton
Keyword(s):  
Best Practices ◽  
Juvenile Justice ◽  
Visual Arts ◽  
Justice System ◽  
Juvenile Justice System ◽  
Underserved Population ◽  
Creative Arts ◽  
Arts Curriculum ◽  
Art Of Yoga Project ◽  
Gender Specific

As girls enter the juvenile justice system, they stand on the precipice of a lifelong cycle of crime and incarceration, yet still have the opportunity to turn toward healing and rehabilitation. With this in mind, The Art of Yoga Project (AYP) has designed a gender-specific intervention that combines Yoga, visual arts, and creative writing to help girls learn how to create a positive future for themselves. This article introduces AYP and shares the goals, objectives, and experiences of the program. A thorough description of AYP's comprehensive Yoga and Creative Arts Curriculum is provided, including a sample class plan and overview of the entire course. Eight principles of best practices are presented and discussed. We hope that this blueprint will inspire and empower other Yoga therapists to develop similar programs that serve this important and underserved population.

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