An appraisal of the implementation of the fine art curriculum in selected primary schools in Tanzania.

The present study sought to appraise the teaching of Fine Art in primary schools, by evaluating the context under which the fine art curriculum is being implemented, the inputs needed, the processes necessary for the implementation of the programme and the outcome of the programme. The study was carried out in two regions of Tanzania, namely Dar es Salaam and Coast region. The sample included six primary schools, two of which were in Bagamoyo, in Coast region, and the other four in Kinondoni, Dar es Salaam region. Two categories of primary schools were investigated, namely government primary schools and private owned primary schools. The respondents included four headteachers, ten teachers and five hundred and thirty four students. Data were collected through interview schedules, analysis of relevant documents and classroom observation. The study used the Qualitative Approach and adopted Stufflebeams' CIPP model of evaluation. Five research tasks were explored based on the context, inputs, process and product of the Fine Art curriculum in the selected primary schools. The findings reveal that: 1. The art curriculum was not being fully implemented because teachers did not seem to have access to the ongoing syllabus with the aims and objectives of art education 2. Teachers in the government schools in the sample were inexperienced to teach fine art. They had not been trained to teach the subject, and there were no textbooks or teacher guide books to aid them in their teaching. Except for the one International School in the sample, teachers were not assigned to teach fine art on the basis of capability or interest but on a random basis. 3. There was an acute shortage of teaching materials and other resources in the government schools. The teachers made little initiative to use local materials and they seemed to be unaware of the abundance of art materials all around them. All necessary materials were available at the International School. 4. Teachers in the government schools use "inappropriate teaching methods" because they did not know any better art teaching methods. No in-service training or seminars had been offered to the untrained teachers. As such teachers failed to create an art learning atmosphere flexible enough to allow for the development of creativity. 5. Pupils art works in the International schools showed development of self-confidence and freedom of expression while art works from most pupils in the government schools seemed to lack the sense of confidence and freedom of expression. It is recommended that in the sample and similar schools: a). Fine art teachers should be familiarised with the aims and objectives of art education at primary level; b) Instructional materials and other necessary inputs should be available in the schools for an effective art education programme. c) Teachers should be trained and encouraged to use local materials for art activities in the classroom. Art teachers need training in effective art teaching and assessment methods as well as the proper use of available local materials and ideas.