In this session, we are going to discuss what the Facilitator should do when teaching Creative Arts.
Creative Arts at the primary school have been group into two main parts - Visual Arts and Performing Arts.

Teachers should:
 design sets of tasks and assignments that will challenge learners to apply their knowledge to issues and problems
 engage learners in creating new and original items/compositions
 assist learners to develop positive attitudes for creative activities
 emphasize the issues of conceptualization, planning and making/composing as key components in evaluating learners work
 guide learners to transform what they know, understand and can do into creative products
 observe and guide learners as they work independently or in groups in the performance of various tasks since both process and products are equally important
 select and plan other learning activities to assist learners acquire, develop and demonstrate the subject specific practices and core competences outlined under the specific indicators and exemplars of each content standard of the sub-strands/strands in addition to what have been suggested
 bear in mind that the curriculum cannot be taken as a substitute for lesson plans. It is therefore necessary that teachers develop a scheme of work and lesson plans for teaching the indicators and exemplars of this curriculum.


Note that:
 Creative Arts is taught as a practical subject. Learners are to be TAUGHT and EVALUATED PRACTICALLY.
 Creative Arts is basically for the acquisition of practical skills.
 Though learners have to be taken through few theoretical lessons, this is to reinforce their learning and for ideation, conceptualization, brainstorming and critical thinking to find solutions to identified problems.
 Learners must observe, listen, reflect, brainstorm, discuss, compose, perform, respond, talk, report, describe.


The teacher should create a learning atmosphere that ensures:
 learners feel safe and accepted.
 learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
 the teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
 problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
 subject matter around the problem, not the discipline.
 learners responsibly define their learning experience and draw up a plan to solve the problem in question.
 learners collaborate whilst learning.
 a demonstration the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred classroom.

The teacher is a facilitator or coach who:
 helps students to identify a problem suitable for investigation
 connects the problem with the context of the students’ world so that it presents authentic opportunities for learning
 organizes the subject matter around the problem, not the discipline
 gives students responsibility for defining their learning experience and planning to solve the problem
 encourages collaboration by creating learning teams
 expects all learners to demonstrate the results of their learning through a product or performance.
It is more productive in learning for teachers to use their knowledge, understanding and skills to motivate learners to