The Sunday News
THE Ministry of Primary and Secondary Education has plans to introduce proper formal arts education in schools. As I write the plans are at a very advanced stage.
As we have said before and shall continue to say the introduction of arts education in our schools is long overdue. Only when this has happened will we be able to talk about a strong base for creativity and cultural awareness and development. There is talk in the corridors that come 2017 some schools will have arts education on their timetables. We can only imagine what will be the reception, particularly from parents whose idea and opinion of the arts is most negative.
Our biggest worry at the moment is that while we are all excited about the coming arts education programme we simply are not doing enough in terms of promoting a proper understanding of arts education among students, teachers and parents, especially about what is proper arts education and it’s importance in the general education and growth of the child or the learner. We believe by now the ministry should be all out screaming and shouting about the coming arts programme. Teams from the ministry should be out in schools and communities talking about why the ministry believes it is important to have proper arts education in our schools — perhaps something in the mold of STEM.
While at it one wonders whether we have enough qualified teachers to take up arts education. Are our teachers’ colleges offering anything related to arts education? Of course, a few universities have arts related courses like theatre, film and music.
But are graduates from these universities properly equipped to teach arts education? And do we have resources and spaces properly created for the enjoyment of activities that will come as part of this “new” subject in schools? We strongly believe a common understanding of what arts education is all about and its importance is what we need now, before the lessons start in schools. For without this promotion and awareness the program will obviously meet some serious resistance from parents and even children themselves. Remember there are always suspicions and doubts about arts. There is too much stigma attached to the arts.
When we were growing up at school arts was viewed as an activity for the ‘not so bright’ in class. Outside school the arts were for those who had failed or who were not employable. There are other misconceptions and assumptions that need to be destroyed before those who want to take arts education seriously can take it and not suffer serious embarrassment. In schools most teachers are actually against arts. They discourage students, especially those with potential, to participate in artistic activities. Students are told the arts are a waste of time. This is why we strongly believe there is need for an awareness programme about the coming of arts education into schools.
Article 22 of the Universal Declaration of Human Rights states that “every member of the society . . . is entitled to realisation of the economic, social and cultural rights indispensable for his dignity and the free development of his personality”, while article 29 of the Convention of the Rights of the child says “the education of the child shall be directed to the development of the child’s personality, talents, mental and physical abilities to their fullest potential.” We are also aware that many African states, Zimbabwe included, signed the convention and also agreed to support the participation of every child in cultural and artistic endeavours by providing appropriate and equal opportunities for cultural, artistic, and recreational activities.
Providing arts education will be part of fulfilling the promises made when our Government put its signature to the convention.
To be honest, arts education, if properly introduced will provide learners with the space and environment for engaging in the creative processes and the development of their talent. Its introduction will also improve the quality of our education. The key word here being quality. Quality education is always learner-centred and is always defined by three principles.
The education must be relevant to the learner but must also provide universal values. The education is equitable in terms of access and outcomes and guarantees social inclusion for learners and it must reflect and help to fulfill individual rights. More on arts education next week . . .
