ATAG NATIONAL PRESENTS €1200 TO THE WINNERS OF ATAG & BDK INFO ART COMPETITION

ATAG NATIONAL PRESENTS €1200 TO THE WINNERS OF ATAG & BDK INFO ART COMPETITION

The Art Teachers’ Association of Ghana (ATAG) in collaboration with the Association for art education DBK e.V. Bavaria, Germany opened entries for art competition for art teachers at the pre-tertiary level in Ghana. The competition which focused on presenting project-based proposal on teaching art with the theme: Art education in the Global Perspective, received a total of 12 entries nationwide. The entries were critically evaluated after the submission deadline in February 2022 by a team of adjudicators from the department of Art Education, School of Creative Arts University of Education, Winneba. Three of the entries were selected as the winners of the competition based on the quality of work presented.

In a short ceremony, a total of One Thousand Two Hundred Euros cash was presented to winners. The first prize, Five hundred Euros was presented to Mr Theophilus Owusu. The second prize, as sum of Four hundred Euros presented to Mr. Appiah Gyachie whereas Mr David Hallo receives a sum of Three hundred Euros for the third prize. The cash prize, sponsored by the German partners, DBK, was to support the winners to complete their various projects of for further evaluation.

The award ceremony was held at the department of art education and was graced by Dr. Osuanyi Q. Essel (National President, ATAG), Mr. Benjamin Quarshie (National Secretary, ATAG), Mr. Samuel Donkoh (National PRO, ATAG), Prof. Patrique deGraft-Yankson (Dean, School of Creative Arts UEW), Dr. Emmanuel K. Aminsah (UEW, ATAG Patron) and other members of the association.

The national executive entreats all art teachers to be proactive to take such opportunities in the future seriously as it will help them to secure reputable position in the global space as professional.

ATAG POSITION STATEMENTS ON ‘STEM’ EDUCATION

POSITION STATEMENTS ON INTRODUCTION OF STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS) EDUCATION IN GHANA

 1.Introduction

The Art Teachers’ Association of Ghana (ATAG), a registered professional body at the forefront of Arts education delivery in Ghana, with membership comprising of seasoned Art Educators at both pre-tertiary and tertiary levels of education in Ghana present our official position on the recent adoption and implementation of STEM (Science, Technology, Engineering and Mathematics) educational policy by the Ministry of Education and the National Teaching Council.

The National Teaching Council in collaboration with the Ministry of Education organised stakeholders meeting on August 10, 2021 in Accra on the theme ‘STEM Education in Ghana: What Ought to Happen’.We observed that the eminent scholars invited for the presentation on the said date were drawn from science, engineering and mathematics background just as the theme suggested. The incisive presentations from these scholars hammered on the aforementioned subject areas – Science, Technology, Engineering and Mathematics – as key in training the twenty-first century learner in Ghana.

However, drawing cue from best practices of advanced and developing nations who are making giant strides in inventions and innovations points to the fact that those countries have prioritized certain fields of study we (in Ghana) have neglected in addition to Science, Technology and Mathematics. Based on best global practices, ATAG make its position clear on the continuous exclusion of Arts Education in the promotion of Science, Technology, Engineering and Mathematics (STEM) education in Ghanaian educational policies.

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ART COMPETITION

ATAG & BDK INFO ART COMPETITION

How can we teach Global Perspectives in Art Education?

The Art Teachers’ Association of Ghana (ATAG) in collaboration with the association for art education BDK e.V. in Bavaria, Germanyis organising an Art competition focused onTeaching of Art lessons or project on the theme Art education in the Global Perspective. The competition solicits creative and innovative model of teaching of art in the Ghanaian context which is equally relevant in teaching art lesson or project in a global perspective or context. This implies that the art project or lesson developed must be educationally relevant to both local and global perspective of teaching art.

In the face of the changing approaches and expansion of the frontiers of the educational needs of art and art education, it has become imperative to streamline educational relevancies of art and art education to shape global perspective of the field to have a better impact on people from different cultural orientations and backgrounds. It is in the light of this that, we invite art educators to develop practical ideas for art lessons on how art education can be designed in a global perspective. Whether participants deal thematically with material in artistic processes in transcultural contexts, examine historical art in the focus of exoticism, explore contemporary strategies of art in a globalised world, jointly develop ideas on transcultural understanding – we look forward to exciting ideas!

The fundamental question guiding this competition is finding a better way of creating a practical art lesson model or project which could be in the form ofincorporating new topics and objects or by questioning the traditional canon of art in a new and different way; or through creative collaborationsof ideas/concepts and many others that could generate a robust art lesson model that suit international perspective.

For easy understanding of your entries, we would appreciate, if applicants could produce a prototype of the conceived idea or lesson and send it together with proposed project or video record (not exceeding 15minutes) the project and send it to us.

Submission process:

Submit a synopsis with the following details:

  • Name of participant and the school you teach; and your addressesand active phone number).
  • Aim of the project
  • Project description with planned activities
  • Submission of a project documentation in a MS-Word file format (max. 2-4 pages), and pictures and/or video to help explain your project better to the jury.
  • Name the file ATAG BDK INFO ART COMPETITION
  • Deadline for submissionby 15 February 2022 via email atagonline.org@gmail.com

Prize

Prizes will be awarded to a concept, that explains the implementation of a respective project. If your proposal is awarded a prize, you will receive financial support in the form of vouchers for the purchase of materials the execution of the actual project.

The project funding amounts to between 200 and 500 euros.

Participants: The competition is aimed at art teachers of both private and public schools (from Primary to SHS) in Ghana.

Jury: The submitted project concepts will be juried by expert artists and lecturers in art education in Ghana; and members of the BDK board, Bavaria, Germany.

Publication: Selected results will be published in the professional journal BDK INFO, Bavaria and the Journal African Art Education (JAAE).

PREPARING FOR GHANA EDUCATION SERVICE PROMOTION EXAMINATION

The Art Teachers’ Association of Ghana, a National Teaching Council certified service provider, has organised useful presentations to help prospective applicants review for the intended 2021 promotional exams. Kindly follow the provided links to access the presentations:

https://youtu.be/-NxNBQzByH8

https://youtu.be/LooTJslJKJY

https://youtu.be/WGPRXUfNWu4

https://youtu.be/8VTp6SoA8I0

After going through the presentations you WhatsApp your questions to discuss on 0545349392.

Have a fruitful revision.

CONGRATULATORY MESSAGE TO MR EBENEZER OTOO

The Art teachers’ Association of Ghana congratulates our cherished member, Mr. Ebenezer Kojo Otoo, for emerging as the Most Outstanding Teacher in 2021 edition of Ghana Teacher Prize 2021. Otoo, your hard work and activeness in continuous professional development and other prescribed activities has earned you this prestigious laurel. Ayekoo!

We, the Art Teachers’ Association of Ghana as a registered Service Provider under the National Teaching Council will continue our mandate of providing Teacher Continuous Professional Development (TCPD) to our members for professionalism and good standing.

Mr Ebenezer Otoo, a diligent art teacher, once again, accept our warmest congratulations on your achievement.

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SIGNED

BENJAMIN QUARSHIE

ATAG NATIONAL SECRETARY

NOTICE OF ATAG NATIONAL AND REGIONAL ELECTIONS 2021

Nominations are opened for the National and Regional ATAG Elections slated for August 7 2021.

Per the ATAG constitution, the vacant positions for the National are:

  • National President
  • Ist National Vice
  • 2nd National Vice
  • National Secretary
  • National Organiser
  • National Financial Secretary
  • National Treasurer
  • National Public Relations Officer
  • National Ladies’ Representative

 

The vacant Regional positions are:

  • Regional President
  • Ist Regional Vice
  • 2nd Regional l Vice
  • Regional Secretary
  • Regional Organizer
  • Regional Financial Secretary
  • Regional Treasurer
  • Regional Public Relations Officer
  • Regional Ladies’ Representative

 

Interested members should use provided link to fill the form:

https://forms.gle/y9aVS1UcVvL9LpU36

The deadline for submission of forms is 1st August 2021. Only registered members could stand for and could vote.

 

Note:

The nomination Fee is GHS 100 payable to ATAG Momo 0243852922.

Filled formed would be considered complete only after  payment of a non-refundable fee of GHS100

Thank You

2021 INTERNATIONAL MUSEUM DAY FIX THE GHANA NATIONAL MUSEUM

 PRESS RELEASE

 # FIX THE GHANA NATIONAL MUSEUM 

____________________________________________________

The Art Teachers’ Association of Ghana (ATAG) congratulate, salute and celebrate all Ghanaian museum staff. We appreciate your hard work! In celebrating this special occasion of International Museum Day (IMD) observed annually on May 18, we encourage all museum staff to continue with the good work they are doing for the nation.

We, the Art Teachers’ Association of Ghana, join hands with the International Council of Museums (ICOM) to celebrate this special day on the theme “The Future of Museums: Recover and Reimagine”. This theme attracts sober reflection on the state of the nations’ national and regional museums considering the fact they have been left to rot under the watch of successive governments after the overthrow of Osagyefo Dr Kwame Nkrumah. In celebrating this day, marked annually for the purpose of awareness creation about the great importance of museums in the historical, educational and socio-cultural development of nations, it saddens our heart to come to terms with the harsh historical reality that governments after Nkrumah have done little or nothing to continue and or add to the progressive development of the national museum he built. The 1958 extension works started by Nkrumah have become a place for squatters. It has been left in ruins. Interestingly, Ghana National Museum is one of the oldest museums in West Africa.

The Ghana National Museum in Accra still inhabits the 1957 temporal building which was meant to be one of the galleries of the original structure. Sadly, this temporal structure leaks, making the collections unsafe. On December 24, 2015, this National Gallery of the Ghana Museums was closed to refurbish the leakages when it rains. Sadly, due to lack of political will, the renovation which began in 2015 has not been completed to date. The Museum of Science and Technology (MST) near Accra Technical University (formerly called Accra Poly) also leaks. The Ghana National Museum has been closed to the public for six years now due to leakage of the building. 

The national museum is facing leadership deficiency; has magnificent physical infrastructural deficit; serious funding problems; lacks proper branding strategy; and has obsolete laws. The Ghana National Museum needs proactive and action-oriented leadership to address the challenges of physical infrastructure, obsolete laws, funding concerns, and introduce a good branding strategy. This is because the museum shapes national identity, public arts education and enculturation of the current and future generations.

We are, therefore, appealing to the government to Fix-The-Ghana-National-Museum. Our national Museum must reflect our varied artistic cultures, and be a powerhouse of our art history and identity.

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Koranteng, J., Ismaila, M., Adom, D. & Tetteh, M. (2020). Constructivist teaching strategies for graphic design education in selected senior high schools in Ghana

The purpose of this study was to find out the constructivist teaching strategies that can maximize students’ performances in Graphic Design in some selected Senior High Schools in Ghana. This was seen as important because of the weaknesses associated with teacher-centred teaching approaches such as using the lecture method that does not allow students to actively participate in the construction of knowledge. A qualitative inquiry was used in garnering data from 57 purposively selected sample consisting of 7 teachers and 50 students from Senior High Schools who have performed creditably in Graphic Design education in Ghana. Data were solicited from them via personal interviews, focus group discussions, and direct classroom observations on the effective teaching strategies for Graphic Design that maximize students’ learning outcomes. The data were analyzed using thematic analysis under the qualitative research approach. The results showed that student-centred teaching strategies were more effective in the teaching of the Graphic Design subject in the selected Senior High Schools in Ghana as against the popular teacher-centred approaches. Thus, Demonstration, Discussion, Cooperative- Learning, Problem-Solving, and Project-Based teaching strategies were observed to actively involve students and promoted more hands-on activities that assisted learners in acquiring the required vocational skills in the field of Graphic Design. Addressing challenges such as appropriate working studios, provision of  recommended textbooks, computers for the introduction of CAD programmes proved to be effective means of enhancing Graphic Design education in the selected Senior High Schools. The study concludes that for Graphic Design education in the selected Senior High Schools to fully fulfill its objectives of assisting learners to gain the required content knowledge and hands-on skills in their chosen fields of study, more effective learner-centred teaching strategies such as discussion, problem-solving and project-based teaching strategies must be used.

Constructivist teaching strategies for graphic design education in selected senior high schools in Ghana
Published: December 8, 2020

Navei, N. (2020). Tracer study on the employability of Graphic Design graduates of University of Education, Winneba

 Premised on qualitative case study design, the study investigated the employability of Graphic Design graduates of University of Education, Winneba (UEW) with reference to graduate expectations and realities in the world of work. Twenty-eight (28) Bachelor of Arts (BA) Graphic Design graduates of the July 2012 year group and one other key participant all of the Department of Graphic Design of UEW were selected through the use of purposive and exponential non-discriminate snowball sampling techniques. Empirical data were collected through opinionnaire and semistructured interview. The study found the rationale of BA Graphic Design programme of UEW to have bi-focal agenda of equipping its graduates with the needed expertise in Graphic Design practice and education as well as guarantee its graduates employability in the industrial or entrepreneurial establishments. It was also established that most of the July 2012 BA Graphic Design graduates of UEW expected to gain immediate employment by the industry only, after graduation. Since the rationale of the programme is bi-focal in nature, the study recommends that the department of Graphic Design, UEW should provide adequate sensitization and orientation to prospective applicants including continuing students on the nature of the programme as well as initiate career orientation programmes for its graduates in order to broaden their knowledge on employability in any of the job prospects of the programme after school.

Tracer study on the employability of Graphic Design graduates of University of Education, Winneba
Published: December 8, 2020

Analysis of Ghanaian political parties’ manifesto promises on the creative Arts sector: A case study of 2012, 2016 & 2020 manifestoes

During every election year, both the National Democratic Congress (NDC) and the New Patriotic Party (NPP) articulate their campaign promises on what they intend doing to promote the entire Creative Arts sector in their manifestoes. The duopoly (NDC & NPP), have been alternating political power in the fourth republic of Ghana. It is against this background that this study focused on the comparative content analysis of the manifestoes of these two major political parties in Ghana to reveal their promises and its deliverability relating to the Creative Arts. Comparative content analytical approach was used to analyse the content of the promises. It took into cognisance the promises they delivered when they were given the nod by the Ghanaian electorates. The study revealed that with the absence of National Creative Arts Policy, both the NDC and NPP have provided middle-of-the-road art policies in their manifestoes which have largely remained unfulfilled since 2012 to present. The promises were bias towards the performing arts, leaving the Visual Arts. Both parties made promises of establishing a resilient Creative Arts sector by building and supporting more museums, create jobs for art and craft producers through their policy initiatives. They also promised of building art galleries and regional theatres and establish Creative Arts Fund, support musicians, film actors and producers in the performing arts industry, yet all these juicy promises have proved to be mere lip service under the respective tenure of these two political parties.

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