Creative content writing from Benison Chibueze

 The effects and deterioration of depriving art ,handwork , skills learning from primary and secondary schools in Nigeria. 

The National Policy on Education has provisions for the teaching of art, handwork and skill at all levels of education. At the primary level, the general objectives of education include: "the inculcation of permanent literacy and the ability to communicate effectively; giving the child opportunities to develop manipulative skills that will enable him to function effectively in the society within the limits of his capacity; and providing the child with the basic tools for further educational advancement, including preparation for trades and crafts in the locality" (National Policy on Education, 1981, p.12). The government prescribes the following curricular activities for primary schools: (1) the inculcation of literacy and numeracy, (2) the study of science, (3) the study of the social norms and values of the local community and of the country as whole through civics and social studies, (4) the giving of health and physical education, (5) moral and religious education, (6) the encouragement of aesthetic, creative and musical activities, (7) the teaching of local crafts, and (8) domestic science and agriculture. The Federal Government promises to make staff and facilities available for the teaching of creative arts and crafts in primary schools (National Policy on Education, 1981, pp.12,13). The National Policy on Education clearly stipulates that the secondary level should diversify its curriculum to cater for differences in talents, opportunities and roles possessed by or open to students after their secondary school course; develop and project Nigerian culture, art and languages as well as the world's cultural heritage. The junior secondary school is both pre-vocational and academic and includes all the foundation courses which enable pupils to acquire fundamental knowledge and develop skills. The junior secondary school curriculum includes art and music as core subjects, plus woodwork, metalwork and local crafts as pre-vocational courses. The senior secondary school 

curriculum includes metalwork, technical drawing, woodwork, music and art as elective subjects. The Federal Government is obliged to see that the nation's culture is kept alive through art, music and other cultural activities in secondary schools. The Nigerian government does not attach less importance to handwork and art education. Emergency programmes are undertaken to produce technical and crafts teachers. Where necessary, local craftsmen are used to teach pupils (National Policy on Education, 1981, pp.16,17,18,20)(See Appendix N). 

Despite the provisions for art teaching at all levels of 

education, researches in art education show that the teaching of art and handwork at the primary and the secondary levels of education have not been fully 

implemented. There is still lack of a thorough foundation of art education in primary schools and secondary schools. The issue of handwork have being eradicated from primary schools, monetary collections have replaced the important of handwork in primary schools forgetting the purpose of handwork. Only very few secondary schools offer art; schools which are fortunate to have qualified or enthusiastic teachers. Even in schools which teach art, it is mainly optional at the senior secondary (SS) level and only few students offer it (Ajidahun, 1974; Mamza, 1985; Mbahi, 1983). Cultural and Creative Arts is one of the 

General Study components (the basic academic subjects) in the primary school teachers' training programme, but in practice the teachers' trainings do not involve compulsory art and many students practise art by themselves, with little or no guidance (National Policy on Education, 

1981, p.40). Art occupies a more or less peripheral position in schools. It receives a very little attention from educational administrators. Art and handwork

programmes are plagued by inadequate facilities and shortage of materials. Art is considered as a practical subject rather than an "academic" course, and it is traditional as well as in many ways realistic for academic 

subjects to be valued, particularly by career-conscious parents. Underlying the concept of 'practical subject', is the widely held conviction that art education is primarily, if not solely, concerned with making art works and 

'behaving as artist'. Few intellectual demands are made from pupils and this affects their attitudes towards art education. The goals currently emphasized in general education centre on contemporary life outside schools - economic recovery, social justice, employment, training, self-employment, patriotism, etc. There is a little regard for the promotion of sensory experiences, creativity and 

experiment in learners. It is also the responsibility of education to assist students to see, understand and appreciate things. In other words, education should help children to use their natural capabilities for perceiving efficiently - to have eyes that 'see', ears that 'hear', minds that 'think' and to have hands that manipulate. The development of these skills is crucial to children that it should not be left to chance in the society, but entrusted to specially trained professional teachers. 

A close reference to the purposes of handwork and art education in Nigeria shows that the activities are learner-centered. The personal development of the learner provides the main source of objectives in art education. For example, the objectives of art education in the 

senior secondary school are: 

1. to provide opportunity for students to develop a 

language for expressing their ideas, feelings, emotions 

and moods through a variety of art experiences 

(creative growth); 

2. to provide opportunity for students to learn 

the proper use of art tools, equipment and materials; 

3. to provide opportunity for students to understand and 

appreciate works of art; 

4. to provide opportunity for students to gain 

knowledge and develop intellectually, physically, 

and culturally through art; 

5. to provide opportunity for students to develop 

interest in future vocations in art; 

6. to provide opportunity for students to see the 

usefulness of handwork and art in other subject areas and the society. 

I am hoping that UNICEF will get me on board too, my ideas on the above subjects are perfect and should be recommended for the services of implementing    solutions to the problem matter.

I have dedicated time on this project and if the board wants to know more on the solution to the above subjects,  I will be happy to present my solution details, which I have set plans for and with UNICEF support, I will organise a team and move to schools to implement this ideas. 

Thanks

Okeke Chibueze. N

+2348068531124