The FindingsThough the Arts in Trinidad and Tobago appears to be well represented within the stated curriculum of the Ministry of Education at the Secondary level at least, it is not without some flaws. Its use according to some of the teachers we interviewed currently in the system, can be problematic or simply too vague in its stated objectives in helping teachers realize them.
Due to a disproportionate focus of Arts by the Ministry between the primary level and secondary level learning institutions, the gap between primary level Arts education and the secondary level fail to adequately prepare Arts students with all the fundamental skills necessary to become successful, not just in the Arts discipline but in using the Arts as a catalyst toward the overall development of the individual.
From its infancy, the Ministrys priorities toward Arts education at the primary level, is lacking in some major issues which can cause some confusion and or anxiety to teachers within the primary system who are not properly trained in the Arts and feel intimidated to teach it. This along with a lack of designated creative spaces and equipment and in some cases lack of funding, create barriers to the development of Arts among students vital to the establishing a solid foundation from which, the creative skills of its students can be adequately nurtured.
From our investigations of two of this nations schools both primary and secondary level; in relation to the Ministry of Educations stated curriculum, we have made the following findings.
Please note that the information presented, refers only to the two schools in questions and does not claim to represent all primary and secondary schools. Due to differences in knowledge of the arts of teachers, availability of resources and knowledge of fundamentals among students, results may vary.
According to the Primary Schools stated curriculum objectives students should develop,
Sensitivities to:
Elements of Art & Craft i.e. line, colour, texture, shape, mass or space.
Principles of balance, contrast, rhythm, unity, proportion & value.
Works of Art & Craft
Nature and the environment
Materials in the environment including found and discarded materials
Aesthetic appreciation and critical judgement.
As stated above for illustrative purposes, the first portion of the curriculum for the primary school, is developing sensitivities to certain fundamentals related to Art. Though the curriculum later gives specific guidelines on lessons to help students accomplish these and others, some major challenges persists.
They are as follows:
In the few cases where teachers have some reasonable level of competence in the Arts, they lack the training of how to effectively teach it, thus the full complement of skills necessary to develop the student is not developed.
A lack of specialized spaces dedicated toward the creation and development of the art practice at the school. Due to this reality, cultivating an atmosphere that would inspire students to be interested in the Arts is difficult.
A need for more resources and funding for teaching materials and equipment necessary for the development of the Arts programmes.
A need to educate both the parents and teachers about the importance of the Arts curriculum toward the holistic development of the child. Parents at times do not understand this and tend to overlook Art studies as being a hindrance to their childs successes at exams.
Due in part to these challenges, difficulties in accomplishing some of the curriculums stated objectives become apparent. However, the school has taken some steps in combatting some of these shortcomings.
They are as follows;
In order to contend with the lack of competencies that exist with some teachers with respect to training in some of the Arts, the school has employed the help of a dedicated Music teacher in conducting classes which has already proven to be extremely effective. A similar formula for Visual Arts would undoubtedly bring more successes.
Though the school lacks a dedicated art space that could motivate students to be interested in Art. The school has engaged its students in an ongoing Anti Bullying mural project at the school, which has been successful at not just encouraging student to be openly creative, but cultivates a culture of creative cooperation while simultaneously producing an atmosphere which inspires the creation and appreciation of Art that would no doubt become motivating factors to the students.
The school engages parents and the community in activities and shows to display the talents of it students. This works in helping raise funds for equipment and materials for the departments including the Arts, as well as fostering a sense of appreciation among parents about the importance of Art education to their children.With respect to the Secondary Schools curriculum however, as expected there is a step up in expectations and learning outcomes from the student. Broken down into three phases they are as follows:
1. Creating: concerning the manipulation of materials in activities designed to develop skills and techniques in producing and making art, facilitate choices about media & materials; develop skills and dexterity in the use of tools; allow for the conceptualization of ideas, the reorganization of knowledge, and the use of imagination in the making of objects and images.
2. Knowing: demonstrating technical knowledge about processes and materials, including knowledge of the visual arts through the ages and cultures.
3. Responding: this concerns the development of the students ability to respond or react to works of arts and their ability to criticize, analyze, interpret, access and make judgements and how learning these skills can affect their own work.From interviews expressed through the questionnaires returned by Ms Winter and Ms. Seemongal, we have identified similar challenges in the secondary institutions as well as new ones, these include:
A lack of clarity with respect to the Visual Arts curriculum, in some cases teachers may not have expertise in a particular area that may be required in the syllabus.
A lack of sufficient space, for effective art practice at the school. Presently the 2 art studios are insufficient for the 650 students in the Art programme at the school.
A shortage of Art teachers to teach the lower forms which may pose challenges to developing fundamentals essential to students creative development in the later forms and beyond.
Lack of sufficient funds for materials, equipment for projects dedicated to the expansion of the Arts programme at the school.
A need for proper training of teachers in how to accurately interpret what is required within the curriculum, and training in how to effectively teach Arts.For the most part, the challenges currently being experienced at the secondary school are similar to those at the primary level as well. Even in the cases of designated Arts teachers present at the school, there are limitations with respect to training in specific disciplines needed in accomplishing the objectives of the stated curriculum. Unlike the situation in the primary school, most of these challenges require direct intervention from the Ministry of Education itself in building strategies that would prove effective in combatting the issues presently being experienced.
Though some funds have been generated by students successes in various Art competitions hosted in their respective fields, generally the school is almost solely reliant on government funding and training in alleviating some of the shortages being experienced at the school presently.
Why are finding solutions to these issues important?
According to Alexandra York who wrote The Fourth R in Education, the importance of Art Education is essential to development of the whole person as an integrated individual. In the instance of St Augustine Secondary, according to its principal Ms. Seemongal, one of the problems she cited at her school was that of indiscipline.
From Ms. Winters own testimony, she affirms instances where students who have had problems with indiscipline in the past, has made positive changes as a result of being exposed to the Arts. This should be no surprise considering that York lists Developing Discipline as one of the benefits of Arts Education in schools. If enough resources are given to training teachers and well as introducing artists as part of workshops designed to get students excited of the possibilities in the practice of Art, then surely the probability of seeing vast improvements in this areas would be improved exponentially.
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