Introduction
Policy refers to a set of norms, regulations, and principles that regulate and influence many areas of the Department’s cultural practices and operations in the context of the Department of Art at Nigeria University. To assure consistency, and justice, encourage the growth of artistic and cultural interests, and ensure efficacy in managing cultural activities and academic pursuits within the Department (Obot, 2019). These policies are typically developed by the university administration or the Department of Art.
The notion of culture has many facets and affects every area of our life, including art creation. The study and interpretation of culture are of utmost importance to the Department of Art in Nigeria. This critical review investigates how culture is defined in this academic context while combining different theoretical stances (Abubakar et al., 2022). The Department of Art fosters a rich tapestry of creative talent that represents the nation’s unique background and historical influences, acting as a furnace for cultural expression. This academic haven encourages the development of artists who use their brushes and chisels to defy conventions, question social norms, and convey their opinions on the Nigerian cultural scene (Akpang et al., 2021). Despite this, it is essential to critically evaluate the culture inside these departments, identifying its advantages, disadvantages, and room for improvement.
The Department of Art’s critical analysis of culture entails thoroughly investigating the different factors that influence the academic setting, creative activities, and the more significant socio-cultural effect. The pedagogical strategies used, the curriculum’s inclusion, the representation and support of many creative perspectives, and the Department’s involvement with current topics will all be covered in this examination (Ayodete et al., 2020). This evaluation highlights the Department’s achievements in influencing Nigeria’s creative scene and areas that still need improvement.
Theoretical Input
This assessment uses pertinent theoretical frameworks to conduct an extensive critical study of culture in the Department of Art. The primary lens is based on cultural theory, which emphasizes how concepts, beliefs, values, and behaviors interact within a particular social environment (Akpang et al., 2021). The Department’s culture deserves a comprehensive examination through the lens of cultural theory since it is a byproduct of social interactions, educational ideologies, and historical legacies.
Any academic institution’s identity and character are significantly shaped by its culture. The nation’s rich legacy and creative manifestations are reflected in the cultural foundations, which are of great value in this context (Berzock et al., 2019). However, when we go into the critical analysis of culture within an academic department, it is crucial to consider whether the current cultural practices create inclusion, creativity, and a supportive learning environment or unintentionally impede academic advancement (Castollete et al., 2019). To guarantee that art education is rich and competitive worldwide, this article evaluates the positives and negatives of the prevalent cultural features.
The danger of maintaining cultural hegemony, in which particular ethnic or regional behaviors predominate while others are excluded, exists. To combat this, the Department has to aggressively include the aesthetic representations of many Nigerian cultures and provide students the freedom to research and find inspiration from various customs. It is impossible to ignore the impact of colonialism on Nigerian art and culture (Akpang et al., 2021). While certain Western artistic traditions have helped to shape the Department’s curriculum, it is essential to consider if this has resulted in the marginalization of indigenous artistic traditions and the erasure of regional histories. We should support a fair strategy that honors the foundations of Nigerian art while accepting universal viewpoints.
Since art constantly changes, the Department of Art’s culture should also be developing. A new generation of artists may be attracted through encouraging innovation and current art practices, allowing them to contribute to the larger art community (Akpang et al., 2021). This necessitates creating an atmosphere encouraging experimenting, taking risks, and cross-disciplinary cooperation. Diversity is essential for the Department of Art to foster a thriving creative environment. The Department may improve the creative dialogue and widen viewpoints by accepting students from different socioeconomic origins, racial backgrounds, and ethnicities. Beyond simple representation, inclusivity should promote a culture where many viewpoints are respected and heard.
Balancing inclusion with maintaining cultural authenticity may provide difficulties. To appreciate the differences and similarities among students, the Department should encourage discussion and cooperation (Clement et al., 2020). This will create an atmosphere where many cultural influences may coexist, resulting in creative artwork. A critical examination of culture is essential to keep the Department of Art at a Nigerian institution a beacon of creative brilliance while embracing the country’s cultural character. The Department may develop an atmosphere that fosters holistic creative growth by understanding the importance of cultural history, considering the effects of colonial influences, encouraging creativity, and promoting diversity and inclusiveness (Akpang et al., 2021). The ability to embrace change while respecting cultural heritage values will enable students to develop into internationally competitive artists who make distinctive contributions to the art world.
Critical theory also offers a framework for comprehending power relationships and the possibilities for social change within cultural contexts. By using this perspective, we may examine how the Department promotes or inhibits diversity, inclusion, and representation, helping to provide a more thorough assessment of the Department’s cultural makeup. Finally, postcolonial theory helps us understand how colonialism continues to impact Nigerian art education (Kaissevoglou et al., 2020). This theory assists us in contextualizing the difficulties and possibilities in the current environment by shedding light on the historical factors that have influenced the Department’s culture.
Brief Synopsis
This critical study examines the junction of tradition and modernity in the context of art education by delving into the cultural environment of the Department of Art at a famous Nigerian institution. The research clarifies how the Department influences its students’ artistic development and creative expression by embracing or challenging cultural conventions, traditions, and social perspectives (Elisa et al., 2020). The review starts by putting culture’s influence on forming aesthetic viewpoints into context. The research has a distinctive setting because of Nigeria’s rich cultural past, which includes a variety of ethnicities, languages, and creative traditions. The evaluation investigates the degree to which cultural elements are included in the educational process by examining the curriculum and instructional strategies used by the Department of Art.
The study also examines how the Department contributes to preserving and promoting indigenous art forms. Does the curriculum sufficiently highlight the value of traditional Nigerian art, such as indigenous painting techniques, traditional sculpting, and textile arts? How well does the Department help the next generation of artists transfer this cultural knowledge? In contrast, the assessment also assesses how well the Department follows current and international art trends (Clement et al., 2020). It explores whether the curriculum promotes children to discover various artistic mediums from many civilizations throughout the globe, promoting a global perspective on creativity while preserving a feeling of cultural identity.
The review’s inclusion and representation of the Department of Art are a crucial topic. It investigates whether the Department’s staff and student body adequately represent the variety of Nigeria’s cultures and demographics. A knowledge of art that transcends geographical and cultural borders may result from the involvement of educators and researchers from many cultural backgrounds (0bot, 2019). The assessment also explores how external factors like globalization and digitization have affected the Department’s cultural perspective. Has the development of technology had an impact on conventional creative methods? Do teachers encourage kids to use digital media while getting inspiration from their cultural heritage?
Finally, this critical analysis offers an insightful look at how the Department of Art at a Nigerian institution negotiates the constantly shifting cultural environment. The study seeks to encourage a more nuanced and intelligent approach to art education that preserves tradition while embracing the potential of the modern world by critically examining its approach to culture (Okanlawon et al., 2020). Ultimately, it emphasizes the value of cultural sensitivity in developing the next generation of Nigerian artists and ensuring that their works represent the country’s varied and dynamic cultural fabric.
Literature review
Here we focus on Obot’s (2019) literature on Culture, Education, and Philosophy: Towards an Effective Integration into Nigerian School Curriculum. Martin Obot’s article delves into the correlation between culture and education within Nigerian schools. The author argues that culture and education are interconnected, and practical education should be responsive to the needs of culture (Obot, 2019). The paper identifies challenges in Nigerian education, such as the failure to develop practical skills among learners and the prevalence of moral issues like corruption and delinquency. The author emphasizes integrating culture into education, with proposed elements of education based on culture. Cultural content and value incorporation into the curriculum promotes meaningful learning experiences for students (Obot, 2019). Culture describes a learner’s integrating their past into present experiences and developing valuable skills to manage their future.
Obot suggests that policy, formulation, curriculum, development, and teaching strategies should be culture-sensitive and learner-centered. Equipping teachers with the necessary skills to implement culturally appropriate methods and techniques in the classroom is essential. Using problem-solving and inquiry-based learning methodologies alongside self-learning is promoted to cultivate a heightened comprehension of cultural encounters and social significance (Obot, 2019). The literature review encompasses culture-based education, challenges in the Nigerian education system, and the potential benefits of curriculum integration with culture.
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The Culture and Education Nexus
The literature suggests that culture and education are closely intertwined. Scholars like Banks, Damen, and Lederach have defined culture as patterns, constructs, and interactions. Education, as discussed by Temple and Aderonke, is the process of acquiring cognitive abilities, skills, and attitudes to live productively within one’s environment. The literature emphasizes the importance of education responsive to cultural needs and draws upon the cultural experiences of learners for meaningful learning.
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Education Challenges in Nigerian
The literature review highlights several challenges in the Nigerian education system. Researchers Eyo and Essien have identified moral challenges such as delinquency, corruption, and violence among adults and youths in Nigerian society (Elisa et al., 2020). Additionally, concerns exist regarding the need for practical skills and behavioral alterations among educated individuals, as observed by Obot and Udoh—challenges hinder leveraging human material resources in national development.
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Culture-Based Education in Nigerian Policy
The literature reveals that the Nigerian National Policy on Education has acknowledged the significance of culture in education. The policy aims to develop and project Nigerian culture, including art, languages, and the dignity of labor (Levy et al., 2022). Scholars such as Aderonke and Udoh emphasize the importance of educational content and practices that embody individuals’ and society’s cultural beliefs, norms, traditions, and aspirations.
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Characteristics of Non-Culture-Based Education
The literature reveals that non-culture-based education possesses specific traits that might impede efficient learning and growth. The inclusions are an aim, a curriculum, educational activities, and teaching methods (Tam et al., 2020). Scholars like Barrow and Woods have emphasized the significance of alignment between education and learners’ cultural experiences to prevent alienation and disharmony.
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Effective Integration of Culture in Nigerian Education
The literature suggests interventions for culture’s effective integration into the Nigerian education system. Recommendations encompass teacher education, emphasizing suitable methods and strategies following cultural needs, learner-centered approaches, team-based learning, and using local languages for instruction. Scholars also emphasize the importance of an orderly, cumulation, and flexible curriculum reflecting learners’ cultural experiences and values.
The article concludes that integrating culture into education is essential for social development and efficient problem-solving (Obot, 2019). The alignment of education and cultural values enables learners to cultivate the essential skills and attitudes required for meaningful contributions to society. Reevaluating educational policies and practices is necessary to better represent learners’ cultural experiences and beliefs in light of the issues facing Nigeria’s educational system (Tilbe et al., 2019). Nigerian education may promote holistic development and social progress by addressing these problems and implementing the suggested reforms.
Contextualisation of culture
In Nigerian colleges, the Department of Art plays a crucial role in maintaining, researching, and disseminating the nation’s rich cultural legacy. Nigeria is a treasure trove of creative variety with more than 250 ethnic groups, each with distinctive artistic manifestations (Ayodete et al., 2020). To preserve and present this rich cultural fabric to future generations, the Department of Art must contextualize culture. The social and historical context of its foundation is essential. Nigerian traditional art forms have been used for cultural expression, storytelling, and communication for generations. Each ethnic group has left a unique creative heritage, from the elaborate Yoruba embroidery to the Nok clay sculptures (Levy et al., 2022). The Department of Art was established to safeguard these artistic traditions and ensure their survival in the face of contemporary forces.
Students have the exceptional chance to participate in various creative techniques, study ancient and modern artworks, and discover the rich legacy of their country through contextualizing culture within the Department of Art (Tilbe et al., 2019). This encourages pupils’ creativity, cultural sensitivity, and feeling of national identity. In addition, by learning to accept and appreciate the many creative manifestations of other ethnic groups, pupils develop a sense of national pride in its cultural variety. Generally speaking, the Department of Art at Nigerian colleges acts as a crucible of cultural expression, where the nation’s artistic past is honored, fostered, and transmitted to the next generation (Levy et a ., 2022). The essence of Nigeria’s rich cultural legacy is infused throughout the educational environment, significantly influencing the identity and character of the academic institutions.
The creation of the Department of Art in Nigerian colleges became necessary as people grew to understand the need to conserve and revive these cultural manifestations in the face of industrialization and globalization (Ayodete et al., 2020). The Department aims to guarantee the continuation and relevance of traditional art forms by introducing these cultural elements within the curriculum. Nigeria’s educational system knows how art education helps pupils understand their cultural history and creative traditions. The Department fosters students’ pride and enthusiasm for the country’s cultural heritage by teaching them about traditional art forms, methods, and indigenous knowledge systems (Levy et al., 2022). This helps develop a closer link to Nigeria’s cultural history and improve the nation’s national identity.
The Department of Art also protects Nigeria’s cultural legacy by providing classes emphasizing traditional art styles and methods. By doing this, the Department protects customs that could otherwise be in danger of dying out due to modernization (Tilbe et al., 2019). Additionally, by supporting the country’s tourist and cultural sectors, preserving these creative traditions fosters economic development and recognition on a global scale. Additionally, the Department of Art is essential in encouraging students’ originality and creativity. Students are exposed to a wide variety of creative influences, both traditional and modern, through being fully immersed in Nigeria’s vibrant cultural environment (Ayodete et al., 2020). Students may develop their particular creativity while getting inspiration from their cultural surroundings thanks to this fusion of creative expressions, which produces distinctive and alluring artworks that represent Nigeria’s cultural values.
The Department of Art also promotes intercultural dialogue and offers a worldwide viewpoint. In working together, exchanging ideas, and learning from one another, students from all ethnic origins are more aware of Nigeria’s cultural variety and the interaction of various creative manifestations (Levy et al., 2022). The Department also accepts students from other countries, promoting intellectual conversation and assimilating other artistic traditions into Nigerian culture. Students are encouraged to address societal issues through their artwork at the Department of Art to foster social change. Students utilize art to encourage critical thinking and build empathy among the public via exhibits, installations, and community involvement initiatives (Tilbe et al., 2019). By doing this, they support constructive social change and discourse on Nigerian society’s essential challenges.
Overall, Nigerian colleges’ art departments provide a platform for maintaining, discovering, and disseminating the country’s cultural history. The Department nurtures creativity, encourages cultural knowledge and national identity, and catalyzes social change by integrating culture into the curriculum (Levy et al., 2022). It is essential in determining Nigeria’s aesthetic environment because it preserves traditional art forms while embracing innovation and a worldview.
A critical review of the establishment’s current practices
Promoting and preserving the country’s cultural legacy are essential goals for the Department of Art. A fair and critical analysis must be done to determine where the Department’s present processes may need improvement (Abubakar et al., 2022). In order to get a thorough picture of the Department’s efficacy in achieving its goals, this essay tries to assess various factors, including the curriculum, resources, faculty, and student participation. Students’ creative education is significantly shaped by the curriculum and course options of the Department of Art (Clement et al., 2020). It is crucial to evaluate if the curriculum sufficiently captures Nigeria’s rich cultural past and gives pupils a thorough grasp of traditional and modern art forms.
Strengths: The curriculum of the Department could include a variety of traditional art disciplines, including ceramics, sculpture, textiles, and painting, displaying the depth of Nigeria’s cultural past. Additionally, multidisciplinary approaches and classes that examine digital art, new media, and experimental methods may boost students’ inventiveness and creativity ( Okanlawon et al., 2020). For weaknesses, however, it is crucial to make sure that the curriculum is comprehensive and reflects the many ethnic art forms that are practiced in Nigeria. It is essential to take into account lesser-known or undervalued creative traditions. Furthermore, the curriculum should touch on current social and cultural challenges, allowing students to investigate and react to pertinent subjects in their artwork.
Expertise and Faculty
The faculty members’ knowledge and skills are essential for students to get a high-quality art education. The Department’s capacity to provide adequate education and mentoring may be determined by assessing the faculty’s strengths and deficiencies.
Strengths: Students may benefit significantly from the knowledge and advice a quality faculty with various backgrounds, specialties, and experiences can provide. In the classroom, faculty members actively involved in research, exhibits, and creative endeavors may inspire students and provide helpful information (Tam et al., 2020). For weaknesses, however, difficulties could occur if faculty members are diverse or students need more access to seasoned artists and practitioners. For faculty members to keep current with modern creative ideas and practices, providing chances for continued professional development is crucial. This would improve the general quality of education and mentoring offered to pupils.
Facilities and Resources
For students to fully participate in and develop their creative abilities, adequate facilities and resources are essential. The resources of the Department may be evaluated to identify areas in need of development or investment.
Strengths: A well-equipped department can provide students with the necessary resources to develop and hone their creative talents (Kaisevoglou et al., 2020). This includes having enough studio space, equipment, and modern technology. Research may be aided, and students’ knowledge bases can be increased by having access to an extensive library and digital resources. Limitations in resources and aging infrastructure, however, may restrict students’ creative potential. Students’ capacity to fully explore their creative ideas may be constrained by low financing for art supplies, subpar studio facilities, and outmoded technology (Levy et al., 2022). To enhance the learning environment, filling these resource shortages and looking for areas for development is essential.
Community Outreach and Student Engagement
Getting students involved in community initiatives, art festivals, and exhibits may further their professional growth and deepen their understanding of art’s social and cultural relevance (Elisa et al., 2020). Students may benefit from networking opportunities and practical experiences via collaborations with regional artists, cultural institutions, and communities, which enables them to forge relationships and receive visibility. Otherwise, students may lose out on chances to present their work, communicate with a variety of audiences, and participate in social discussions if there needs to be more focus placed on student participation and community outreach (Akpang et al., 2021). To improve students’ educational experiences and highlight the Department’s influence outside the classroom, encourage and support students’ involvement in outside exhibits, internships, and community projects.
Finally, strengths and flaws are evident in a fair critical assessment of the Department of Art’s existing procedures. Understanding how well the Department performs in achieving its goals may be learned by evaluating the curriculum, staff, resources, and student participation (Berzock et al., 2019). The Department may grow and have a more significant influence if these aspects are strengthened, such as fostering faculty development, improving resource allocation, and increasing community participation in the curriculum. The Department of Art may further develop its contribution to safeguarding Nigeria’s cultural legacy, supporting creativity, and nurturing a thriving art scene by regularly assessing and improving its methods.
Future recommendations and actions
Finally, it should be noted that the Department of Art at our institution is vital to the exploration, transmission, and preservation of Nigeria’s rich cultural legacy. We have discovered the Department’s strengths and shortcomings via a critical analysis of its existing procedures, which may help determine its future direction (Tam et al., 2020). The Department may increase its influence on students and society by building on existing achievements and addressing areas for improvement.
The Department’s strengths are found in its varied curriculum, including classic and modern art genres. Using new technologies and emphasizing multidisciplinary methods may help students remain innovative and creative (Abubakar et al., 2022). The dedication of the professors, who take part in research and creative endeavors, enhances the teaching process and offers pupils insightful knowledge. However, certain flaws need focus and remediation. The curriculum has to be changed to promote diversity and representation of lesser-known or neglected creative traditions. Students may create significant and timely artwork by incorporating modern social and cultural issues (Castellate et al., 2019). In order to keep the faculty current with creative trends and practices and improve the quality of education, faculty development activities should be supported.
Additionally, it is essential to give priority to community involvement and student participation. Supporting students’ involvement in community projects, internships, and exhibits will extend their perspectives and foster professional development. Collaborations with regional communities, cultural institutions, and artists will increase the Department’s influence outside the classroom (Akpang et al., 2021). The university administration should collaborate closely with the Department of Art to implement these suggestions. The Department will benefit from changes in the curriculum and facilities if enough money and resources are given to it. Establishing faculty development programs will help instructors grow and learn continuously.
Conclusion
Our university’s Department of Art can flourish as a cultural compass, promoting Nigeria’s artistic legacy and fostering creative talent. The Department can strengthen its contribution to preserving cultural heritage, nurturing creativity, and positively influencing students and society by correcting deficiencies and accepting future proposals. The Department of Art at our institution can create a lively and culturally rich future through teamwork and a dedication to excellence.
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