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ReserarchID
Z5X36
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Creative Art was introduced into Ghana’s primary school curriculum in 2007. Comprising Performing, Literary and Visual Arts, Creative Art was intended to foster creativity development among primary pupils. However, Creative Art is taught by generalist classroom teachers who lack the specialized training, knowledge, skill and experience to identify efficient teaching-learning strategies that allow pupils to actively participate in art making experiences. This study adopted action research to guide 20 Lower Primary teachers in two schools to design and teach activity-based lessons in drawing, colourwork, weaving, printmaking, composition, and assemblage to 95 pupils using clay, crayons, drums, cardboard, glue, among other resources. The intervention workshops proved that in-service education and training could build the professional capacity of generalist teachers in Ghana to effectively implement the Creative Arts curriculum for primary schools. Ghana Education Service should train primary teachers if the objective of developing creative thinkers through Creative Arts could be achieved.
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