http://41.74.91.244:8080/handle/123456789/646 Sat, 25 Apr 2026 21:16:40 GMT 2026-04-25T21:16:40Z http://41.74.91.244:8080/handle/123456789/5196 Investigating factors that influence students’ choice of colour for picture-making Asare, J.A The main objective of the study was to examine the factors influencing students’ choice of colour in Picture Making. The study was guided by three specific objectives; to explore the students’ knowledge of colour symbolism in relation to their choice of colours in Picture Making at Tema Secondary School, Ghana; to examine students’ perception of colour combinations for Picture Making and; to explore the rationale for choosing colours for Picture Making by students at Tema Secondary School. The study adopted a descriptive research design and a qualitative research approach. Nine students were selected for the study. The findings show that colour symbolism is very essential to students when selecting the choice of colour in their picture making. The study’s findings also showed that students have a certain degree of understanding of colour combinations as other respondents were of the view that it sometimes poses a challenge for them during picture making. The study recommends that teachers can assign research projects on specific colours and their symbolic meanings. Teachers should have students present their findings to the class, and discuss historical, cultural, and psychological associations. This can promote independent learning and deeper exploration. A dissertation in the Department of Art Education, School of Creative Arts, Submitted to the School of Graduate, in partial fulfilment Of the requirements for award of the degree of Master of Philosophy (Art Education) In the University of Education Winneba. DECEMBER, 2024 Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5196 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5182 A visual analysis of works of some selected Ghanaian art educators Ezuame, M.M. Although art is widely studied as a discipline, limited scholarly attention has been given to art educators, particularly within Ghanaian higher education institutions. This gap is important in the context of ongoing curriculum reforms that emphasize creativity, critical thinking, and engagement with Ghanaian society and culture. Art educators play a crucial role in training future artists, teachers, and cultural practitioners by promoting critical inquiry, cultural awareness, and professional competence beyond technical instruction. This study examines the pedagogical practices, artistic work, and professional experiences of Ghanaian art educators to understand how curricular goals are interpreted and implemented despite persistent challenges in art education. Using a qualitative approach based on narrative research design and content analysis, the study draws on interviews and observations involving seven art educators from three tertiary institutions in Ghana. Findings reveal that art educators adopt personal and instructional strategies that stimulate creativity, encourage cultural self-expression, and develop students’ technical and critical abilities. Despite heavy academic responsibilities, they remain active in research, professional development, and creative practice, contributing to curriculum reform and pedagogical advancement. Their artistic works engage with social, cultural, political, and environmental issues while promoting African identity. The study concludes that recognizing art educators as both artists and teachers is essential for strengthening art education and shaping contemporary Ghanaian art within global contexts. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Art Education) Department of Art Education School of Creative Arts DECEMBER, 2024 Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5182 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5167 Music instruction in Krowor Municipal basic Schools Peprah, P. This study embarked on an in-depth exploration of music education within the context of private basic schools in Krowor Municipality. The research harnessed the insights of 45 participants; 5 music teachers and 40 pupils, selected through purposive sampling, to illuminate the current state of music instruction there. Employing a comprehensive methodology that encompassed in-depth interviews, focused group discussions, and observations, the study uncovered multifaceted perspectives on music education. The data for this study was analysed u+--sing a thematic analysis method. Across the sampled schools’ diverse approaches to music education emerged, shedding light on varying levels of integration and importance. The limitation of allocated time emerged as a constraint, impacting the depth and effectiveness of music education, despite its acknowledged positive influence on academic performance. An intriguing facet unveiled by the socio-demographic analysis was the prevalence of non-specialist teachers, highlighting a central challenge of generalist educators delivering music instruction. Proposed solutions include dedicated time slots and specialist teachers. This study calls for collaborative measures to address these challenges and optimize music education quality. As the study findings resonate beyond the sampled schools, they offer insights for broader efforts to nurture holistic and impactful musical education experiences A thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Music Education) in the University of Education, Winneba JULY 2024 Mon, 01 Jul 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5167 2024-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5165 Mitigating the effect of ‘broken’ English in academic writing- Theatre for development as intervention Mensah, L. This study, titled "Mitigating the Effect of ‘Broken’ English in Academic Writing: Theatre for Development as Intervention," investigated the frequency and impact of ‘Broken’ English on academic writing at Peki Senior High Technical School in the Volta Region, Ghana. The research identified ‘Broken’ English as a significant linguistic challenge that hindered effective communication, comprehension, and academic performance among students. The persistent use of non-standard English in students' written work resulted in grammatical inconsistencies, improper sentence structure, and reduced clarity, ultimately affecting their academic success. Using a qualitative research approach, the study explored Theatre for Development (TfD) as an innovative and culturally relevant pedagogical intervention to address these linguistic challenges. TfD integrated drama, role-playing, and interactive performances to foster students’ language proficiency and cultural awareness. This approach allowed students to engage actively in the learning process by visualising language-related errors, reenacting corrective measures, and participating in discussions that reinforced the principles of Standard English usage. The intervention highlighted the contextual relevance of language learning, bridging the gap between students' everyday linguistic practices and the academic writing standards expected in formal education. Data were collected through document analysis, Focus Group Discussions, interviews, and direct observations. A sample of 30 students’ academic scripts was analysed to identify linguistic patterns and challenges related to ‘Broken’ English usage. The TfD intervention involved dramatised scenarios portraying common language errors, followed by interactive discussions that emphasised correct grammar, vocabulary usage, and writing conventions. The findings revealed that the TfD approach significantly enhanced students’ understanding of Standard English grammar, vocabulary, and writing conventions. Students who participated in the intervention demonstrated improved academic writing skills, greater awareness of linguistic rules, and increased confidence in their ability to express themselves effectively in formal contexts. Furthermore, the participatory and engaging nature of TfD created an inclusive learning atmosphere that encouraged peer collaboration and self-expression, reinforcing students’ commitment to language improvement. The study also noted that students who were more conscious of the negative effects of ‘Broken’ English made deliberate efforts to minimise its use in their academic work, highlighting the effectiveness of awareness-driven interventions. This research contributes to the discourse on language education by providing actionable recommendations for educators, policymakers, and stakeholders to integrate TfD into the school curriculum as a long-term strategy for improving students' language proficiency and academic outcomes. Additionally, the study underscores the importance of continuous support mechanisms, such as writing workshops and peer mentorship programs, to sustain students' progress in mastering Standard English. By equipping students with the necessary language skills, this study reinforces the importance of overcoming linguistic barriers to ensure success in academic and professional settings A thesis in the department of Theatre Arts, School of Creative Arts, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for award of the Master of Philosophy (Theatre Arts) in University of Education, Winneba FEBRUARY, 20 Sat, 01 Feb 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5165 2025-02-01T00:00:00Z