Abstract
Art has been a fundamental part of many African cultures. However, much of the art from African cultures end up in western museums or in other places in western nations. Despite the time and the great thoughts that go into these works of art, many of the artists or the creators of these artworks remain unacknowledged (Eisenhofer & Wolf, 2010, p.79). The major reason as to why many of the artists and creators of art in Africa are not able to benefit from their art is due to the fact that there is lack of enough art schools in Africa. Through art schools, the talent of artists and upcoming students can be nurtured. In addition art schools in Africa can act as a platform for the marketing of African art to other places in the world. This paper looks at how to create an art program in African schools.
Introduction
There have been many stereotypes that have been propagated in the West regarding Africa. Many people who have not visited the continent are of the view that African people are poor, illiterate, and unable to rely on themselves. However, this supposition is unfounded. Many Africans have received higher education on the continent and remain competitive against their counterparts in the West. In addition, most of the African schools have solid school curriculums that produce competitive students in the international arena. Despite these achievements, there is a need to develop talent on the African continent. The creation of art programs in African schools is one of the ways that artistic talent on the African continent can be developed and nurtured.
There are a couple of ways that art programs can be developed in African schools. First of all, art can be introduced as part of the school curriculum. It is important to understand that not all students have artistic capabilities. Therefore, art programs that are introduced in African schools should be elective such that students with a passion for arts are admitted into the programs. Students who might struggle with art or who might not be interested in art should not be obliged to join the programs. The creation of an art program in African schools does not address the challenge. There is a need for the continuous facilitation of the programs. Some of the ways that the programs can be facilitated is through the supply of different technologies, tools, and equipment that is needed in these programs (Falola & Jennings, 2002, p.175). Considering that many African nations might have inefficient government allocations towards education, there is a need for African schools to cooperate with non-governmental organizations, charities, donors, and foreign governments in making sure that art programs in African schools are well facilitated. The spending of finances that are set aside for these programs should be well monitored so that finances are not misappropriated.
The creation of art programs in African schools is not enough in benefiting the African people. These art programs should be able to help students gain employment opportunities from their artworks. Therefore, the facilitators of these art programs should create a wide social capital that makes sure that African art is well marketed in other places around the world. In addition, art schools outside the African continent should extend various initiatives such as scholarships that allow African students to study abroad. Through abroad experiences more African students can learn new skills in art and also acquire new innovation techniques with regards to art. Therefore, an art program in African schools should be integrated into the curriculum. It should be well funded so as to make sure that students have enough tools and equipment. In addition, the art program should be able to empower African students and people to benefit from their own artworks.
References
Eisenhofer, S., & Wolf, N. (2010). African Art. Köln: Taschen.
Falola, T., & Jennings, C. (2002). Africanizing knowledge: African studies across the disciplines. New Brunswick, N.J.: Transaction Publishers.
