CREATIVE ARTS WITHOUT CREATIVES? EXAMINING TEACHER PREPAREDNESS IN THE IMPLEMENTATION OF GHANA’S CREATIVE ARTS CURRICULUM IN WINNEBA

Abstract

Ghana’s Creative Arts curriculum integrates music, dance, drama, and visual arts to foster artistic expression in primary schools. However, the curriculum lacks clear guidance on effective instructional methodologies. This gap often results in teachers delivering the subjects in isolation, making it difficult for learners to connect lessons to real-life contexts. This study investigated the training backgrounds of teachers, examined the strategies they employ in implementing the Creative Arts curriculum, and find out creative works done by learners as part of their learning process. Drawing on constructivist and multimodal learning theories, this qualitative case study utilised semi structured interview, classroom observations, and focus group discussion. Thematic analysis of the data revealed that most teachers lacked formal training to teach the Creative Arts although some could support learners in producing visual artefacts. It was also revealed that many teachers use demonstration and group project strategies to teach the subject, and generally preferred teaching visual arts to performing arts. The study concludes that the subject is often taught by novice teachers assigned as a last resort. It recommends that Creative Arts pedagogy be prioritised during Professional Learning Community (PLC) meetings and that, schools should collaborate with experts from the School of Creative Arts at the University of Education, Winneba, to facilitate rigorous in-service training.