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A perspective on motivating children art activity
(2013-09-01) Mabel Oluremi Awogbade
Teaching art at early age nurtures inventiveness as it engages children in a process that aids in the development of cooperation, self-esteem and self-discipline. Art helps children understand other subjects much more clearly: from mathematics and science, to language art and geography. It has been proven that early exposure to art promotes activity in the brain Hodge (2011). However, children lose interest in Art because of lack of motivation, non-conducive environment, poor instructional style, and lack of qualified art teachers amongst others. Douglas and Schwartz (1987) suggest that both participation and accomplishment in art activity are aided by opportunities for talking in relevant ways about art. That motivation will be stimulated when the art teacher uses a carefully structured, inductive and in-depth approach to teaching; provides opportunities for discussions which attract attention to the complexity of art, and thereby arouse curiosity; and helps children to identify the criteria by which they can evaluate themselves as they work, and thereby serve as a stimulus for accomplishment. This paper therefore focuses on how motivation can improve the state of art in Nigeria as it relates to children's interest in studying art beyond primary and secondary school levels.