Abstract
Students‟ performance in Art and Design subject in Nairobi county is not impressive. This is reflected in the Kenya Certificate of Secondary Education (KCSE) sampled results of the county from the year 2006–2009. The results show an average means score performance of 53%. Above average performance is expected in the subject; this is particularly so because Art and Design is an elective subject done by few students. This study is therefore necessary in order to investigate the factors affecting students‟ performance in Art and Design in secondary schools in Nairobi county. The study sought to fulfill the following research objectives; to investigate the effect of school-related factors on students‟ performance in Art and Design, to analyze the effect of student‟s attitudes on their performance in Art and Design, to establish the challenges that face Art and Design student‟s in preparation for KCSE in secondary schools, and to establish measures that can enhance student‟s KCSE performance in the subject in secondary schools of Nairobi county. The reviewed literature was organized according to the research objectives/questions as follows; school-related factors, student‟s attitudes towards Art and Design, challenges facing Art and Design, and measures to enhance students‟ performance in the subject. The reviewed related literature found that no study had been done on factors affecting students‟ performance in Art and Design in secondary schools in Nairobi county and therefore this research was necessary to fill the gap. The study used a combination of descriptive survey research design and naturalistic designs. The study used a sample of nine secondary schools and 45 respondents who consisted of nine teachers and 36 students from the sampled public and private secondary schools in the county.Stratified random and systematic random techniques were used to select the samples. The instruments for data collection were: questionnaires, interview guides, focused group discussion (FGD) guides and observation guide. The Statistical Package for Social Sciences (SPSS) software for windows was used to process the collected data. Frequencies and percentages were used to summarize the data. Qualitative data from the interview guides and FGD‟s were organized into themes from which descriptive narratives and interpretive report were written. On the basis of the findings, the study concluded that; teacher-related factors, student-related factors, and availability, adequacy and utilization of Art and Design resources and facilities in schools significantly influence students‟ performance in Art and Design. The study recommends among others that basic Art and Design resources and facilities such as; art room, materials, tools, equipment and textbooks should be made available in schools for teaching/learning of the subject.
CHAPTER ONE INTRODUCTION
Introduction
This study was carried out to investigate the factors affecting students‟ KCSE performance in Art and Design subject, in secondary schools in Nairobi county. This chapter contains: background to the study, statement of the problem, purpose of the study, research objectives, research questions, significance of the study, delimitations and limitations, assumptions, theoretical framework, conceptual framework and operational definition of terms.
Background to the Study
Barret (1982) states that, Art and Design is concerned with the development of the senses as our way of receiving the world, and the process that we use to symbolize, externalize, understand, order, express, communicate and solve its problems. He further identifies three main facets of Art and design as a discipline. They are: conception (idea, impulse and feeling), operation (media/material and technique), and synthesis (perception of visual form). Media and technique are the means through which our concepts are transmitted and expressed. Seidel and Palmer (2005) advices that, media and techniques should be selected and used to form a personal imagery that gives significance to their use. They continue to explain that; media and techniques must be related to the whole artistic experience for
them to play a significant function in learning. Synthesis is the means by which media and technique are organized in order to convey concepts in a visual manner.
Art and Design has a role to play in the lives of individuals and in national development worldwide. Eisner (1972) is passionate about what the subject has to offer, he articulates that; learning Art and Design has a unique contribution to the learner, to education and to human experience. He states that this contribution is only indigenous to Art and Design and cannot be substituted by any other disciplines offered in learning institutions. He further explains that such contribution is among others; aesthetic and expressive production of visual form, development of powers of aesthetic perception, and appreciation of Art and Design as a cultural/historical phenomenon.
Gaitskell (1958) asserts that Art and Design is so important in general education that no child is truly educated until they participate in a vigorous Art and Design program. He sees the role of Art and Design as a means to educate the individual. He continues to state that, the subject is about development of each individual‟s reality within their natural and social environment. He also adds that Art and Design as a discipline recognizes that individuals or artists are unique and different yet they all contribute to the wellbeing of the other to bring about social unity. He therefore advises that; courses in Art and Design should be designed to take into account the idiosyncratic, different and unique nature of Art and artists. Elliot
(1966) states that; the diversity of the learners should be matched with the flexibility of the teacher who is guided by the syllabus. Without this divergence of approach, an essential element of Art and Design would be lost.
Generally, people‟s knowledge on the role/contribution of Art and Design to the wellbeing of society is so limited. Below are some highlights of these roles/contributions to increase understanding and broaden societal view of what Art and Design can offer.
- Art and Design contributes educationally to the development of learners.
This is by making them aware of their environment, stimulating their imagination, sharpening their senses, providing learners with opportunities and subject matter through which their human potentiality, experiences, ideas, fears, dreams, emotions and recollections can be expressed (Jameson, 1973). Such contributions are educationally valid and essential to the all-round development of the learner as a member in any society.
- Art and Design making is used as therapy to improve/maintain psychological, mental and emotional needs of individuals. According to the International Art Therapy Organization – IATO (2005), Art has the potential to change lives in profound ways. The organization records that, “when words are not enough, we turn to images and symbols to tell our stories. In telling our stories through art works, we can find a path to health and wellness, emotional reparation, recovery and ultimately
transformation.” Art and Design therapy generally utilizes; drawing, painting, sculpture, photography and other forms of visual art expressions.
- Art and Design is used to embody and maintain societal culture, values, history and promote a sense of belonging from one generation to another through its works (Mbuga, 1986). Good examples are Kenyan artifacts which most often represent the culture and daily life of its people. This is evident in handicrafts like kiondos, jewelry, clothing such as kikoi, paintings, wood and soapstone carvings. According to Payne (1999), Egypt is perhaps the most fascinating of the ancient civilizations and also the foundation in the history of western Art; this is symbolized by the pyramids, tombs, rock paintings and sphinxes. The capital city of Egypt, Cairo is also renowned for centuries as a center of Art, learning, culture and commerce.
- Art and Design forms serves as a means of expression in religion as well as objects in the process of worship. Eisner (1972) states that, “visual art has been used to give expression to man‟s most sublime visions. Through the ages, Art and Design has served as a means of making the spiritual especially in religion visual, through the image”. Traditional art works throughout Africa were basically for religious purpose apart from a few used for utilitarian purpose, such works included; sculptures, rock paintings, pottery and textile (Olaomo, 2006).
- Art and Design is a channel for individual expression. It provides all learners with tools and opportunities to engage in and appreciate expressive experiences depicted through visual forms. Such forms are a means for communication far and beyond the boundaries of verbal and written language (Seidel and Palmer, 2005). When one draws, paints, carves, or creates in any way they engage in self-expression. When one produces Art and Design forms, they also develop virtues such as; patience, cooperation, self-organization, time management, self-confidence, personal expression, and working towards goals.
- Knowledge in Art and Design develops good taste among citizens. Most students from schools that offer Art and Design programs might never produce art works as a livelihood. Majority of them because of the exposure, belong to the rank of art buyers and appreciators. Gilbert and McCarter (1984) record that, “whether we know it or not, all of us make choices every day, every minute with respect to Art and Design. We choose one product over another, one garment over another, one way to walk from place to place basing our decisions largely on the visual attractiveness of the preferred option.” They also add that, knowledge in Art and Design heightens our appreciation of forms around us, enables us to learn to see and take active interest in the visual world around us. When we yield to see, we are only following a basic aesthetic impulse in response to that which we find beautiful.
- Art and Design forms in most cases depict the social character of the world and society in which we live. Artists through the ages have used Art and Design to express the values they cherish; like family and to make pungent statements about the condition of man, such as poverty and corruption. According to Matarasso (2007), art works such as drawings, paintings, sculptures, advertisements and other types of graphics, frequently presents to our senses a set of values; either positive or negative. The message praises or condemns, it comments on the world and makes one feel toward the object it depicts. In this sense, the artist functions as a social critic and visionary, art works enables us to learn to see what was initially unseen.
According to Digolo (1986), Art and Design had a deep-rooted sacred meaning among Kenyan communities; it served specific functional roles during festivals, rituals and ceremonies. He adds that, Art and Design was a way of life, community patrons sponsored its practice and the skill was passed on from the older to the younger generation through apprenticeship. Art and Design subject has its roots in the Kenyan education system since pre -colonial era. In independent Kenya since 1963, Art and Design (also referred to as craft or creative arts) is offered in primary schools as one of the basic subjects. It is offered in secondary schools as an elective subject among a cluster of other industrial/technical subjects (Republic of Kenya, 2002).
