AN INVESTIGATION OF ART TEACHING ON THE AFFECTIVE AND COGNITIVE DEVELOPMENT OF SECONDARY SCHOOL IGERIA

CHAPTER ONE

1.1          Background to the Study

The Child from birth to adolescence experiences some developmental changes which involves physical, intellectual, social and emotional growth. Although people change throughout their lives, developmental changes are especially dramatic in childhood. During this period, a dependent, vulnerable newborn grows into a capable young person who has mastered language, is self-aware, can think and reason with sophistication, has a distinctive personality and socializes effortlessly with others.

The school should encourage each child to identify with his own experiences. These schools should help the learners to go as far as they can in developing concepts that express their feelings and emotions. Kparevzua (2002) stressed that it is necessary for schools to train children in Art Education to acknowledge the role of art in their society and to broaden their awareness of the values inherent in the arts that are available in society.

While learning, development occurs naturally in young children, they will not occur automatically without conscious contributions from adults either as parents or as teachers (Lansky and Mukherji, 1980). Development according to Anderson and Krathwohl (2001) is related to the gradual increase in skills and abilities that occurs over a lifetime. It is comparing students prior and post knowledge experience and ability to perform, problem solve and understand ideas, concepts in many areas of life. While each person progresses as an individual, the stages of development are similar for almost everyone.

AN INVESTIGATION OF ART TEACHING ON THE AFFECTIVE AND COGNITIVE DEVELOPMENT OF SECONDARY SCHOOL IGERIA