THE ACADEMIC STATUS OF AESTHETIC EDUCATION IN NIGERIA’S SECONDARY SCHOOL

Abstract

The paper argues that despite the provisions of the National Policy on Education
(NPE, 1981), aesthetic learning seems to be receiving little attention in Nigeria’s
secondary schools academic schedules. The paper used historical surveys and
documentary evidences to draw conclusions from the arguments. In the appraisal
of the problem frequency of aesthetic education on schools’ academic time table,
availability of teaching space and appropriate facilities, and their impacts on
aesthetic practices in the larger society were evaluated. It is the study’s
contention that the provisions for aesthetic learning in terms of frequencies on
academic time table, availability of teaching space and appropriate facilities for
aesthetic learning are abysmally low in Nigeria’s secondary schools. The overall
impact of this is that it is apparently the epistemological aspect of ‘knowing that’
– theoretical or prepositional knowledge of aesthetic learning that is largely
pursued in Nigeria’s secondary schools. The ‘Know How’- the procedural or
practical aspect of aesthetic learning seems to be virtually nonexistent in this
segment of learning. Consequently, it is recommended that concerted efforts be
made to redress the lapses in the observed areas of deficiencies to allow aesthetic
education to play its vital role in contributing to quality secondary education in
Nigeria. This is to help engender a vigorous aesthetic learning in schools and
subsequently, a vibrant aesthetic practice in the society at large.