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|Title: ||Aesthetic education in Senior Secondary Schools in Ghana|
|Authors: ||Anti, Emmanuel|
|Issue Date: ||13-Jul-1992|
|Series/Report no.: ||1905;|
|Abstract: ||The need to actively sensitize the Ghanaian public to develop appreciation for the environment is a crucial national task. The result of many years of ignorance, neglect and insipid public attitude towards the environment, have created enormous environmental problems.
Among these are:
1. The wanton destruction of both natural and artificial
2. The neglect of proper sanitation
3. Lack of proper city, town and country planning which results in the springing up of slums and unauthorized settlements.
4. The indiscriminate disposal of industrial and human waste resulting air and water polution1 and
5. The blatant disregard for societal norms and ethics for environmental cleanliness in communities.
The solution of these problems requires a massive and intensive programmme of education which should involve all sectors of the Ghanaian populace. In this regard, the school as an agent of change can play a major role by spearheading the crusade to educate children on environmental aesthetics which is a new phenomenon in the field of education in Ghana.
\The research seeks to critically analyse, synthesize and evaluate the meaning and process of aesthetic concepts into the senior secondary school curriculum as a means of correcting some of these aesthetic problems in the Ghanaian society. The research is presented in six chapters as follows:—
This is the introductory chapter which deals with the problem and its setting.
This chapter reviews the related literature
The general procedure and methodology for the research are outlined in this chapter.
This chapter expatiates on the stages of development of aesthetic education in children. It determines the levels of aesthetic awareness in senior secondary schools in Ghana and traces the various stages of aesthetic development from pre—school to adolescence.
This chapter deals with the results of the information collected which include the analysis and interpretation of findings.
This is the concluding chapter. It deals with the summary, recommendations and conclusion.|
|Description: ||A thesis submitted to the Board of Postgraduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirement for the award of the Degree of Master of Arts in Art Education, 1992|
|Appears in Collections:||College of Arts and Social Sciences|
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