The Current Emphasis on Science and Technology in Nigeria: Dilemmas for Art Education

Leonardo ◽  
2010 ◽  
Vol 43 (3) ◽  
pp. 269-273 ◽  
Author(s):  
I.B. Kashim ◽  
O.S. Adelabu
Keyword(s):  
Visual Arts ◽  
Paradigm Shift ◽  
Industrial Design ◽  
Developing Economies ◽  
Science And Technology ◽  
Creative Arts ◽  
Science And Engineering ◽  
Integrated Science ◽  
Visual Arts Education ◽  
Current Emphasis

Nigerian educational policies continue to emphasize the development of science and technology. Arts are being relegated to the background as a result of this emphasis. This paradigm shift has affected visual arts education in Nigeria. The number of those seeking admission into science- and engineering-based courses has risen tenfold in spite of the limited infrastructural facilities available, while the number seeking admission to creative arts continues to dwindle yearly. Those who had been preparing for courses in engineering and science but could not secure admission are often absorbed into arts-based industrial design courses. Students in industrial design with science backgrounds are able to develop their creative potential, which is necessary in developing economies. This paper suggests that art training in Nigeria should embrace integrated science subjects.

scholarly journals Revisiting Friedrich Engels’s Dialectics of Nature in an Age of Digital Idealism

2020 ◽  
Vol 19 (1) ◽  
pp. 78-96
Author(s):  
Christopher Leslie
Keyword(s):  
Social Constructivism ◽  
Liberal Arts ◽  
Science And Technology Studies ◽  
Science Studies ◽  
Science And Technology ◽  
Actor Network Theory ◽  
Science And Engineering ◽  
Important Place ◽  
Starting Point ◽  
The Government

The idealism that Fredrich Engels seeks to defeat in Dialectics of Nature today pervades online discourse and pedagogies of science, technology, engineering, and mathematics (STEM). The deterministic view that STEM is dedicated to unleashing the inherent power in objects for the service of privileged societies fails to understand the basic principles that Engels proposed. Engels exposes his contemporaries’ flawed understanding of science and technology and provides interdisciplinary examples that exemplify a different way of thinking. Outside of China, Engels’s ideas have been used suggest that social considerations cannot be a part of science because they limit the free exchange of ideas. Within China, particularly after the establishment of the People’s Republic in 1949, these ideas have been the basis of new thinking about the relationships among developers, the government, and the people. Moreover, readers of Dialectics of Nature who are familiar with the basic tenets of Science and Technology Studies (STS), such as social constructivism and actor-network theory, will not be so impressed with the idea that social theory has no place in understanding science and engineering. This analysis suggests avenues of cooperation for international science studies. In addition, it provides a starting point for pedagogies to promote the development for science and technology that reduces inequality and supports the notion that the liberal arts have an important place in the study of science and engineering, an insight known as STEAM.

scholarly journals The cognitive aspect of interactive learning and teaching in visual arts education

2020 ◽  
Vol 13 (2) ◽  
pp. 131-152
Author(s):  
Zlata Tomljenović
Keyword(s):  
Content Analysis ◽  
Empirical Research ◽  
Visual Arts ◽  
Arts Education ◽  
Research Study ◽  
Teaching Process ◽  
Cognitive Aspect ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Cognitive Activities

The task of contemporary visual arts education is to enable quality interaction among all subjects of the teaching process, through which the students are encouraged to think, imagine, and develop higherorder cognitive activities. The objective of this empirical research study was to verify the differences in the results of students in the control and experimental groups (n=285) regarding their knowledge and understanding of visual arts content. Analysis of the results shows that the students in EG showed significantly better results compared to the students in CG, which means that the interactive model of learning and teaching positively influenced the students’ understanding of visual arts content.

scholarly journals Rural–Urban Disparity in Students’ Academic Performance in Visual Arts Education

SAGE Open ◽  
2015 ◽  
Vol 5 (4) ◽  
pp. 215824401561252 ◽  
Author(s):  
Nana Afia Amponsaa Opoku-Asare ◽  
Abena Okyerewa Siaw
Keyword(s):  
Academic Performance ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Arts Education

A State of the Art Cart

2013 ◽  
pp. 222-246
Author(s):  
Valerie Nguyen ◽  
Mark Szymanski
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Visual Arts ◽  
Previous Experience ◽  
Art Teacher ◽  
Visual Arts Education ◽  
Complex Solutions ◽  
Philosophical Orientations ◽  
K 12 ◽  
Further Development

This chapter examines research that characterizes the complexity of teaching and integrating visual arts in K-12 education. Issues include teachers’ previous experience and backgrounds in art, their differing development of pedagogical and art content knowledge, and the existence of a variety of philosophical orientations for teaching art. The authors then describe how the complexity of visual arts education requires complex solutions for integrating technology and describe one art teacher educator’s first explorations into creating online solutions with Web 2.0 technology and her plans for further development. Finally, the authors describe a model of visual arts and technology integration that begins with a problem of practice and develops complex solutions through technology integration.

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