1.1 BACKGROUND OF STUDY
For a nation to be classified developed or developing, such a nation must attain tremendous sphere of independence, this is achieved through demonstrable ability of the citizenry to explore and exploit their potentials realizing their self interest in the various endeavour’s of existence especially in the educational system. The secondary school system of education as observed by Ukeje (1996) is expected to prepare the youth for life in a society for which are parts of and therefore should avail them with the necessary basic foundation and tools for effective functioning in the society. However, when these basics are absent, it could be said that some level of confidence and all other levels of education will collapse. The National Policy On Education in Nigeria (2004) emphasizes the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society, the acquisition of appropriate skills, abilities and competencies both mental and physical as equipment for the individual to live and contribute to the development of his society. The design of an educational programme is influenced by a wide variety of decisions ranging from the type of educational policy on the aims or content of the curriculum, planning of the curriculum policy or curriculum priorities to operate programmes within the schools. According to Tanner (1975) curriculum is from the Latin root-word curus (running). It came to be used to describe the “face course” by contestants, in those days, in education it was figuratively used to refer to the course programme run by students towards their certification. In its very narrow sense it refers simply to the subjects the learner for any programme have to cover before they could be said to have completed that class/programme. Curriculum has numerous definitions which can be slightly confusing in its broadest sense. Curriculum may refer to all courses offered by the school, it could be regarded as the sum total of the school’s planned programme of study, designed to bring about desirable changes in behaviour of student or learner both in and outside the class. Similarly, curriculum has been viewed by Bobbit (1981:42) as “that series of things which children and youth must do and experience by way of developing abilities to do things well that make up adult life; and to be in all respect what adult should be” it is a prescribed course of studies which students must fulfill in order to pass a certain level of education. Okoli (2006), has also reiterated that curriculum is “all of the experiences the child has under the ages of the school”, this conception was also created by progressive educators during the 1920s to emphasize several beliefs that they considered central to any adequate conception of education. When we talk about curriculum we mean that body of materials that is planned in advance for classroom use. That the teacher uses to promote learning, acquire skills and develop beliefs on valued types of experiences. Curriculum studies provide the theoretical background for meaningful education, if the young and inexperienced members of the society are to be properly brought up, the school and other educational agencies in the society must be mutually supportive. Therefore, curriculum is seen as the whole of the interacting forces of the total environment provided for the younger and inexperienced members of society by the school and its complementary agencies. To reflect these, curriculum must be regarded as the process of determining and pursuing set societal objectives. To highlight this, Ola Oloidi in Okoli (2006) emphasized that traditional Africans before the influence of foreign cultures had a highly structured system of Art-education that was very effective in ensuring the continuity of its ageold art and culture.
STATEMENT OF THE PROBLEM
Over the years, there exists a low impact of Fine arts curriculum not only in the educational sector alone but also the entire society. As such, parents, scholars and the entire public are worried about what could be responsible for the low impact of Fine arts curriculum in the society. However, the contents of Fine arts curriculum is comprehensive and articulate as observed by Dienye (1995), the contents of Fine arts curriculum is not only comprehensive but also valid to the extent that it is true, authentic, it needs overhearing to address contemporary issues of the society and more appropriate strategies for implementation need to be adopted. Also, Akolo (1988) and Okoli (2006) lament on the problem of implementing Fine arts curriculum as stipulated in National Policy of Education (1981 revised 2004). Perhaps, could it be lack of quality teachers or instructional materials or inadequate periods of Fine arts that is responsible for the low impact of Fine arts in the society. The focus of this study therefore is to ascertain what implementation problem could be responsible for the low impact of Fine arts in the society.
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