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INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you com plete continuity. 2. When an image on th e film is obliterated w ith a large round black m ark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. 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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 75-3207 SULEIMAN, Salihu, 1939- THE ROLES AND RELEVANCE OF ART IN EDUCATIONAL DEVELOPMENT IN THE DEVELOPING NIGERIA. The Ohio State University, Ph.D., 1974 Education, general Xerox University MicrofilmsAnn , Arbor, Michigan 48106 © 1974 SALIHU SULEIMAN ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. THE ROLES AND RELEVANCE OF ART IN EDUCATIONAL DEVELOPMENT IN THE DEVELOPING NIGERIA DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By SALIHU SULEIMAN, B,A. (A .B .U .), D.A.E. (Leeds) * * * * THE OHIO STATE UNIVERSITY 1974 Reading Committee: Approved by: Professor Arthur Efland Professor Robert L. Arnold Professor Ross Norris A dviser Professor Donald Sanders Division of Art Education ACKNOWLEDGEMENTS In the writing of this dissertation valuable help and assistance received from various sources are duly acknowledged as follows: The Ahmadu Bello University, Zaria, Nigeria for the study-leave which makes the study possible. In this connection special tribute must be paid to the thoughtful leadership of the Vice-Chancellor, Professor Ishaya Audu, for originating and encouraging the idea of the specialized study in the field of Art Education (in both Leeds University and here at the Ohio State University) and for his support at various stages of my stay here. Mr. Brian Allison of Leeds College of Arts, England and Professor J. D. Fage of the Institute of West African Studies, Birmingham University, England — respectively for helping to develop and encour­ age the basic idea of this study. My advisor, Professor Arthur Efland and the members of my disser­ tation committee — Professors Ross Norris, Robert Arnold, Donald Sanders and Ojo Arewa — for their guidance and invaluable assistance in structuring and writing the dissertation; further, Professors Efland, Arewa and Sanders for making relevant materials in their possession available to me; Professor Sanders for permission to use extracts from his published material in the appendixes. i i Alhaji Abdulraheem Adebayo of the M inistry of Education, Ilorin, Nigeria for his persistent encouragement and for collection of important materials in Nigeria. Also, Mr. and Mrs. M. B. Omotinugbon of the Schools Broadcasts, Kaduna, Nigeria, and Mrs. Alice Folayan of the Ministry of Economic Development, Ilorin, all for the valuable materials sent to me from Nigeria. Thanks are likewise due to Dr. Ibraheem A. Gambari of New York City for lending me his personal m a te r ia ls . Mr. and Mrs. Albert Harter — our international host family and friends — Mrs. L. A. Rankin, Dr. and Mrs. (Dr.) E. 0. Odita (all of Columbus, Ohio) for their kindness and expense, in making my stay with my family the pleasurable experience it has been. Miss Ruth Bailey and her staff of the International Students Office, Ohio State University, for their understanding and kind con­ siderations in catering for our well-being in Columbus. Ms. Thelma Hager and Mrs. Jane Burrows for their excellent and professional typing of the final dissertation. Finally, my wife and children for their patience, understanding and co-operation. S. S. 2453 Renwood Place Columbus, Ohio 43211 J u ly , 1974 i i i VITA August 10, 1939...........................................Born, Ilorin, Nigeria 1963 .................................................................. B.A. (H ons.), Ahmadu B ello University, Zaria, Nigeria 1969 ................................................................ D.A.E, Leeds University, England 1963-present .............................................. Graduate Assistant, Assistant Lecturer, Lecturer II, L e c tu re r I —Ahmadu B ello University, Zaria, Nigeria FIELDS OF STUDY Major Field: Art Education Studies in History of Art. Studies in Curriculum Development and Evaluation, Educational Development, Educational Administration, Philosophy of Education and Comparative Education. Studies in Public Administration. iv TABLE OF CONTENTS Page ACKNOWLEDGEMENT i i VITA iv LIST OF FIGURES v i i CHAPTER I . INTRODUCTION.................................................................................................... 1 O b je c tiv e ...................................................................................................... 1 Statement of The Problem.................................................................... 1 Need For The Study................................................................................. 9 Definitions.................................................................................................. 13 Limitation and Scope of Investigation....................................... 17 Method, Sources and Procedures....................................................... 18 I I . THE PEOPLES AND ISSUES IN NIGERIA: THE MAIN CULTURAL UNITS AND THE CULTURAL ENVIRONMENT.............................. 21 The Problem of Pluralism .................. 21 Religion as The Nucleus of African Values and World-View and Misconceptions About Them........................... 27 The Pre-Colonial Cultures:................................................................ 38 1. The Indigenous Cultures........................................................... 38 2 . The Isla m ic C u ltu ra l In flu e n c e........................................... 60 The Christian Penetration and Colonial Era........................... 68 The Growth and The Objectives of Western Education and Art............................................................................... 76 C onclusion.................................................................................................... 81 I I I . GENERAL AND ART EDUCATION IN NATIONAL DEVELOPMENT...................................................................................................... 82 The Goals of Education in National Development................... 82 Art, Aesthetics and The Social Basis of Culture................ 94 Art Education in National Development....................................... 98 v Page CHAPTER IV. CURRICULUM GOALS AND OBJECTIVES AND THEIR IMPLICATIONS FOR ART AND ART EDUCATION....................................... 108 The Concept of Goals........................................................................... 109 Specific Art Education Goals......................................................... 113 Sources of Aesthetic Education Goals for Nigeria 116 Major Developments in Art Education in The United States and Britain........................................................... 118 The Roles of Handicrafts in Modernizing S o c ie tie s ............................................................................................... 127 The Development and Analysis of Educational Goals for Nigeria ............................................................................. 131 Needs of The Society...................................................................... 131 E v a lu a tio n............................................................................................. 136 V. ART PROGRAMS AND CURRICULUM CONTENTS........................................... 153 The Purposes and Organization of Programs in Art Education...................................................................................... 153 A. Art Courses and A ctivities in Higher E d u catio n........................................................................................ 159 B. Art Courses and A ctivities in General E d u ca tio n.......................................................................................
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