Exploring the State of Creative Arts education in Ghana: The classroom teachers’ perspective

Abstract

This paper explored the state of creative arts education in Ghana by asking primary (elementary) schoolteachers about their experiences teaching the creative arts since its implementation in 2007. The study looked into the respondents' personal experiences and training, as well as their perceptions of arts education. In-depth interviews with participants revealed the significant impact their interactions with various art disciplines had on their role as facilitators of creative arts in schools. The findings identified a variety of approaches that facilitators used for teaching and learning activities. The research not only revealed insights into the educational value that each of the teachers assigned to Creative Arts as a subject, but it also revealed their level of confidence and preparedness to teach these disciplines. Both generalist and specialist primary teachers who participated in this study identified several issues that they believed were barriers to teaching the creative arts effectively.