臺灣博碩士論文加值系統

This study attempts to address the socio-cultural values and perceptional attitudes of the Gambian people towards Art Education. The study aims to discuss and show that all education and career paths are essential in life and aims to dispel some of the notions embedded among the Gambian elites, parents, and society that discourages children and students from studying Art (i.e., music, dance, theatre or film) that pursuing such career paths would prepare students to end up failures—poor, miserable and less productive in society. This study attempted to demonstrates (through a project entitled “My Dream” within this text) that success in students’ learning development and progress is more effective when students engage in educational endeavors and interests that may include Art programs and degrees. Research have shown that students usually study well as they discover diverse cultural expressions from cultural industries—music, galleries, theatres, cinemas and museums and educational institutions/centers that motivates and resonates to students’ needs and interests. Cultural industries serve as extra resources in educational and learning processes of students.
This study posed three questions: (i) What are the perceptions and attitudes of Gambians towards Art Education?(ii) What factors contribute to the Gambian such low ebb of attitudes—religious, traditions and customs or government policies? And, (iii) what should be done to change the perceptions, attitudes and policies to give Art Education a consideration and recognition that it lacks in Gambians’ educational systems? This study concludes by asserting that it’s only through incorporating Art Education into schools; establishing fine arts departments within colleges/universities;enlightening parents and educators of the importance and functions of Art; stimulating students’ creative and innovative minds and interests in things related to arts; encouraging children and students to pursue knowledge in art fields that opportunities are created to enable students in Gambians to become competitive and prosperous and contribute to their society. To accomplish these objectives, Gambian elites, educators and parents must promote, develop, finance, and encourage Art Education in their localities and centers to provide opportunities for students to learn, create, compete and succeed.

This study attempts to address the socio-cultural values and perceptional attitudes of the Gambian people towards Art Education. The study aims to discuss and show that all education and career paths are essential in life and aims to dispel some of the notions embedded among the Gambian elites, parents, and society that discourages children and students from studying Art (i.e., music, dance, theatre or film) that pursuing such career paths would prepare students to end up failures—poor, miserable and less productive in society. This study attempted to demonstrates (through a project entitled “My Dream” within this text) that success in students’ learning development and progress is more effective when students engage in educational endeavors and interests that may include Art programs and degrees. Research have shown that students usually study well as they discover diverse cultural expressions from cultural industries—music, galleries, theatres, cinemas and museums and educational institutions/centers that motivates and resonates to students’ needs and interests. Cultural industries serve as extra resources in educational and learning processes of students.
This study posed three questions: (i) What are the perceptions and attitudes of Gambians towards Art Education?(ii) What factors contribute to the Gambian such low ebb of attitudes—religious, traditions and customs or government policies? And, (iii) what should be done to change the perceptions, attitudes and policies to give Art Education a consideration and recognition that it lacks in Gambians’ educational systems? This study concludes by asserting that it’s only through incorporating Art Education into schools; establishing fine arts departments within colleges/universities;enlightening parents and educators of the importance and functions of Art; stimulating students’ creative and innovative minds and interests in things related to arts; encouraging children and students to pursue knowledge in art fields that opportunities are created to enable students in Gambians to become competitive and prosperous and contribute to their society. To accomplish these objectives, Gambian elites, educators and parents must promote, develop, finance, and encourage Art Education in their localities and centers to provide opportunities for students to learn, create, compete and succeed.

Abstract 2
Table of Content 3
Acknowledgement 4
Introduction 5
Chapter 1. Literature Review 7
i. Definition of concepts: Art; Attitudes; Perceptions and Culture 7
ii. Myths and facts towards Art Education in the Gambia 9
iii. Challenges of Art Education in Africa and the Gambia 21
iv. Introduction to Animation and Stop Motion 23
Chapter 2. Method: Data; creation; production, and video… 28
i. Secondary information—books, magazines, journals, websites 28
ii. Research Questions 32
iii. Significance of the project 33
iv. Project limitations: High school level 33
Chapter 3. Final Project Production 35
i. Pre-production
ii. Creation process (developing a concept, medium, story and style) 37
iii. “My Dream” 37
iv. Story board 38
v. Production 45
vi. Post-production 51
Chapter 4. Conclusions 53
List of Figures 57
References 59

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