Thesis Abstract

<p> The research is a Descriptive Survey. It concerned with the<br>relationship between theory and practice of teaching fine arts. It aimed<br>describing in a systematic manner the facts about the state of arts teaching.<br>The study was interested in describing the relationship between theory and<br>practice of teaching fine arts in secondary school in Kano State. The study<br>was not trying to indicate their magnitude of the relationship between the<br>two complimentary variables, but describe its cause and effect on arts<br>teaching.<br>The major problem of the study is the wide gap that is created<br>between the teaching of theory and practical arts courses in senior secondary<br>schools in the state. So the main objective of the study was to find out the<br>degree of such relationship or gap for proper solution.<br>The study covered the eleven (11) secondary schools, selected for the<br>ten (10) Zonal Education Areas which offered Fine Arts in Kano State.<br>Considerable number of students and Fine Arts teachers were sampled from<br>the population for the study. And, the research findings show that, there was<br>a large amount of gap existing between theory and practice of teaching Fine<br>Arts in secondary schools. This was the major cause of the problems facing<br>the teaching and learning of Fine arts in Kano State.<br>Based on the finds, it is recommended that equally contribution<br>should be given to both theory and practice in schools. Both are important to<br>art education. The time table should made it possible. <br></p>

Thesis Overview

<p> INTRODUCTION<br>1.1 Background of the Study<br>Many researches had been conducted and produced on so many<br>problems affecting the development of art education in Nigeria.<br>Example Mbahi, (1983:5), discovered that in Nigeria, the performance<br>of school leavers in Teachers’ Certificate Examination is not<br>commendable and Kabir, (2004:48), In addition, although the teaching<br>of art in schools has been generally accepted, art is not always to be<br>found in most of our schools. There are a lot of things which cause the<br>problems of the teaching and learning of Fine Arts in secondary<br>schools in Nigeria. Such problems include lack of adequate attention<br>given to the subject by the society and educational authorities. High<br>premium is not placed on the subject in the schools curriculum.<br>Negative impressions are taken to the minds of the students and<br>education administrators, which created misconception regarding the<br>real concept of arts in the schools curriculum. Generally art is seen as<br>only simple practical activity.<br>Today, there is a need to investigate seriously what are the<br>causes of the problems. One major cause of these problems could be<br>attributed to the disagreement that occurs between the level of<br>teaching theory and practice of the subject. That is so say, the extent<br>of gap that is created between the theory and practice of teaching Fine<br>Arts in secondary schools in Kano State is the one of the major cause<br>of the problems. The problems are seriously affecting fine arts<br>teaching.<br>The researchers’ concern in this study is to know the extent of<br>the gap created between the theory and practice of teaching Fine Arts<br>in secondary schools in Kano State. This is to enable the researcher to<br>describe the relationship between the two variables of teaching in<br>Kano state<br>The study of both the theory and the practice of teaching Fine<br>Arts and the relationship of the two, attract many art teachers and<br>administrators to take it as the means to improve and develop the right<br>methods and approaches to teaching and learning (art appreciation) in<br>Nigerian Senior Secondary Schools. Art education provides an<br>excellent ground in the fundamentals of fine arts teaching theory and<br>practice:<br>1.2 Statement of the Problems<br>The problem of this research was the degree of relationship or<br>gap between theory and practice of teaching art in secondary schools.<br>It was envisaged that theory and practice were not considered equal in<br>teaching. The research was interested in knowing is the degree of such<br>gap, the theory courses, the practical courses, how they are taught.<br>The basic assumptions are that:<br>1 There is a poor adoption of teaching methods and strategies in both<br>theory and practice affect teaching of fine arts in the schools.<br>2. Theory and practice of teaching fine arts are not equally applied in<br>disseminating fine arts teaching because of the wide lag that is created<br>between the practice and the theory of teaching fine art in the state.<br>3. Theory and practice of teaching Fine Arts lack variety of activities<br>that could actually sustain the students’ interest. Teachers use any<br>type of instructional aids to motivate the students.<br>1.3 Objective of the Study<br>The main objective of the study was to find out the relationship<br>between teaching in theory and practice in Fine Arts secondary in<br>Kano State. Other objectives were:<br>1. Fine out the extent of the relationship between the theory and practice<br>of teaching fine arts in senior secondary schools in Kano State.<br>2. Determine whether theory or practice is taught<br>3. To find out how the two areas are taught and how many times.<br>1.4 Significance of the Study<br>The important of the study was to provide explanation for the<br>proper use of theory and practice of fine arts teaching in senior<br>secondary school so that the student, teachers, society and<br>administrators can recognize the objectives and important of fine arts.<br>Hence, knowledge of the relationship between the theory and practice<br>of fine arts dissemination will help to bridge the gap between theory<br>and practice of teaching fine arts in the state. The study is therefore<br>significant for the fact that, it will also contribute immensely into the<br>insight on the methods usually adopted in the teaching of fine arts; as<br>well as the appropriate teaching materials which can facilitate an easy<br>and successful delivery of fine arts teaching in senior secondary<br>schools.<br>The outcome of the study indicated the extent to which the<br>senior secondary schools, in Kano State, can meet the stated<br>objectives of teaching fine arts with the hope that the areas of<br>deficiency can be identified. This will enable the fine arts teachers and<br>school administrators to generate further enquiries that can be useful<br>to other fine arts teachers and students.<br>The researcher, however, has the view that the study can foster<br>remedy to these peculiar problems, and explain the events that can be<br>helpful to the fine arts teachers, for them to become more effective<br>and more efficient in carrying out their art teaching activities by both<br>or either the theory or practical teaching.<br>1.5 Research Questions<br>The study is designed on the assumptions that, a wide gap<br>exists between the theory and the practice of teaching fine arts in<br>secondary Schools in Kano State. The problem is that of determining<br>the relationship existing between the theory and practice of Fine Arts<br>teaching. Based on the objectives of the study, the following questions<br>were raised on the type of Fine Arts teaching methods and strategies<br>which would best suit the purpose of this study:-<br>1. What is the theory course taught in schools?<br>2. What are practice courses?<br>3. How many times are each taught?<br>4. What are the problems of teaching theory and practice?<br>5. Is there any problem of gap or relationship of teaching theory and<br>practice in schools?<br>1.6 Research Hypotheses<br>The following hypotheses were developed to guide the study:<br>1. There is no significant gap between the teaching of theory and<br>practical of Fine Arts in secondary schools.<br>2. There is no significant relationship between theory and practical of<br>teaching Fine Arts in schools.<br>3. There is no significant difference in the time allocated to theory and<br>practice of Fine Arts on the school timetable<br>1.7 Delimitation And Scope of The Study<br>In the attempt to carry out the research study, the research was<br>only limited to only eleven (11) secondary schools that offered Fine<br>Arts. The schools were selected randomly from the ten (10) Zonal<br>Education Areas of the state. The ten zones were: Bichi, Danbatta,<br>Gaya, Gwarzo, Minjibir, Municipal, Nassarawa, Rano, Tudunwada,<br>and Wudil Zonal Education Areas, These included the Kano<br>Education Resources Department (K.E.R.D.) Fine Art Section, which<br>is a department under the Kano State Ministry of Education.<br>Local government areas were not considered for the data<br>collection because, all the senior secondary schools in Kano state<br>were distributed according to the ten zonal education areas. That is to<br>enable the state Ministry of Education (M.O.E) to have easy control<br>over all the senior secondary schools in the state.<br>1.8 Definition of Terms<br>For the sake of this research content, some of the key terms are<br>stated below.<br>1. Teaching of Fine Arts: A special formal training given to the<br>students in order learn art works and aesthetics which concern<br>both the art appreciation and making of art objects that can<br>serve a particular purpose or perform certain functions.<br>2. S.S.S.: Senior Secondary School. The second part of secondary<br>school education that covers three years.<br>3. Theory Lessons: The kind of explanations, teaching methods,<br>appreciation, and note taking for the understanding of art<br>works. Example: Art Education and Art History.<br>4. Practical Lessons: the production of art works through class<br>activities. Such practical lessons are like drawing, paining,<br>sculpture, ceramics, constructions, productions and<br>manufacturing domestic materials like carbonates.<br>5. Relationship Between Theory and practice in Fine Arts: The<br>state and conditions on which the theory and practice of<br>teaching fine arts in senior secondary school in Kano state are<br>interconnected with each other and the influence of one over the<br>other<br>1.9 Organization of the Study<br>The research report is in five chapters which include the<br>bibliography, appendices and list of tables. The Preliminary pages<br>contained the title, declaration, dedication, certification,<br>acknowledgement, abstract, table of contents.<br>Chapter one covers the introduction of the study, background of<br>the study, statement of the problems, purpose of the study, objectives<br>of the study, significance of the study, research questions, research<br>hypotheses, delimitation and scope of the study, definitions of terms<br>and organization of the study.<br>Chapter two covers the review of related literature from text<br>books, theses, dissertation, the research works and periodicals. The<br>literature review in this research therefore presented the research<br>problems that were organized in few appropriate sub-headings in<br>order to indicate the related areas that were covered in the research.<br>Such related areas are educational theories and practice, objectives of<br>teaching fine arts in senior secondary schools, teaching methods,<br>materials and the main problem facing the teaching of fine arts the<br>secondary school Kano state.<br>Chapter three covers the research methodology. It contains the<br>research design, population, sampling techniques, research<br>instruments and implementation. Others include the validity of the<br>instruments, data distribution and collection as well as the data<br>analysis procedures. It is also in this chapter that the research method<br>adopted is explained, mentioning the target population and the number<br>of schools sampled from the ten Zonal Education Areas. It is also<br>stated in this chapter that, the sampling technique was discussed.<br>Chapter four is data presentation, analysis, result and<br>discussion. The chapter contains the analysis of the students’ and<br>teachers’ questionnaire. The chapter also covers the summary of the<br>chapters as well as the research’s major findings. Here data collected<br>were analyzed using statistical presentations in tabular forms. The<br>statistical quantities in the research were analyzed and interpreted in<br>relation to the research questions that were formulated to guide the<br>study. It was from the research interpretation that the results of the<br>analyzed data were recorded.<br>Chapter five is on the summery, conclusion and<br>recommendations. The researcher summarized all what had been<br>discussed in chapter four, made conclusions, recommendations, the<br>references, and the list of appendices. <br></p>