Welcome address by the Head of Department
"Welcome to the Department of Cultural and Creative Arts. Federal College of Education (Special), Oyo. The Department offer Nigeria Certificate in Education (NCE)/ Bachelor of Art in Education. BA(Ed.). Creative Arts.
As the Head of Department, it is my pleasure to introduce our vibrant academic community, where we foster a culture of excellence, innovation, and inclusivity. Our department is dedicated to providing high-quality education, cutting-edge research opportunities, and mentorship to shape the next generation of leaders. We invite you to explore our website to learn more about our programs, faculty, and initiatives. We look forward to welcoming you to our department and collaborating with you to achieve academic excellence.
Thank you for your interest in the Department of Cultural and Creative Arts.
A BRIEF ON THE DEPARTMENT OF CULTURAL AND CREATIVE ARTS
1.0 HISTORICAL BACKGROUND
As an academic department, Cultural and Creative Arts started official activities with the resumption of 2015/2016 set of NCE I students who reported officially in November 2015. Before that time and in preparation for the take off of the department, five academic staff members had been drafted from the Departments of Theatre Arts, Music and Fine and Applied Arts on secondment and transfer respectively.
Consequently, ten students and five academic staff members were on ground as pioneers of the department as at the time of writing this report with the writer (a Chief lecturer) appointed as the Head of Department. The department shared lecture rooms, a theatre complex and resource rooms with some closely related long existing departments of as Music, Fine and Applied Arts and Theatre Arts.
1.1 PHILOSOPHY
The arts as an expression of the people, reflects the society, environment, and aspects of their culture, including the folklore and the pragmatic nature of the people. The Arts in the traditional culture-music, dance, drama, fine and plastic arts, are usually integrated and are often presented and performed together at appropriate occasions, including festivals to promote the cultural heritage.
These facts therefore constitute the underlying principles guiding the philosophy of the Cultural and Creative Arts Education. It is meant to teach, and expose the Primary and Junior Secondary Schools to their rich cultural heritage. The Cultural and Creative Arts curriculum aims at developing students’ acquisition of cultural repertoire, aesthetic perception, artistic talents, creativity and expression. It is designed to stimulate interest and enquiries into the theoretical and practical areas, particularly as they affect the teaching of the arts in schools. Finally, the arts are significant tools for developing and inculcating the right attitudes, cultural understanding, national unity and advancement of the society. It is also meant to develop the creative minds of the learners as well as widen their scope of understanding and imagination.
1.2 OUR GOALS
Apart from the general goals (as spelt out in the NCCE Minimum Standard) our micro objectives in the department include:
• producing NCE Students with proper orientation and right attitude;
• exposing our students to abundant opportunities in arts and cultural practices;
• inculcating in our students, the spirit of self determination and self actualization; and,
• giving our students the spirit of good leadership through group projects and interaction.
Our strategies for achieving these are contained in our various group and practical works and in our methods of carrying out our programmes.
1.3 FUTURE PROJECTIONS
The department hopes that in the near future, she would be able to produce seasoned Cultural and Creative Arts teachers who would in turn be able to train pupils in line with the provisions of the 2nd national curriculum on Education. It states that: “it aims to build a knowledgeable future generation, highly skilled to cater for the needs of the 21st century with a focus on nurturing attitudes and value”.
1.4 VISION AND MISSION STATEMENTS
The vision and mission statements are as contained in the NCCE Minimum Standard and they are:
• to stimulate interest and enquiries into the theoretical and practical areas of arts and culture;
• to developing students’ acquisition of cultural repertoire, aesthetic perception, artistic talents, creativity and expression; and,
• to develop and inculcate the right attitudes, cultural understanding, national unity in the minds of the students; and,
• the advancement of the larger society.
The mission of the department is to work for the realization of the above visionary objectives within the shortest possible time.
1.5 SERVICES RENDERED
As an academic department with practical learning, the activities of our department are divided into the following:
1. Lectures,
2. Tutorials,
3. Practical workshops,
4. Field exposures,
5. Administration and students co-curricular activities.
The activities are in line with the minimum standard, with respect to lectures, (theoretical and practical); while the administrative aspects are handled by the Head of Department in conjunction with the academic staff in the department. Students are also engaged in field work and other co-curricular activities.
1.6 STAFF STRENGTH
Presently, there are three substantive and four adjunct Staff in the department. The adjunct Staff are drawn from the department of Theatre art, Music and Fine and Applied Art Department. This is done in line with the requirement as specified in the minimum standard that established Colleges of Education system in Nigeria.
LIST OF ACADEMIC STAFF
1.) Akinpelu EmmanuelBola (HOD)
2.) Olayinka Y. Arogunmasa, PhD (Chief Lecturer)
3.) D. O. Oladiran (Lecturer II)
4.) E. O. Akano (Adjunct Lecturer Music)
Akinpelu Emmanuel Bola Biography:
H.O.D CCA
Hails from Akinmoorin, Oyo State. Akinpelu was born some decades ago to the family of Late Chief Josiah Akinniyi Akinpelu and Mrs Aronke Comfort Akinpelu. He attended Oranyan Grammar School Oyo and graduated in the year 1989. Saint Andrew College of Education in Affiliation with University of Ife where he bags his Nigeria Certificate in Education in the year 1994. Ekiti State University 2004 for his First Degree. University of Ibadan 2008 (M.A. in African Studies Visual Art in Art History), University of Lagos 2017 (M.A. in Visual Art (Art Education) and later proceeded to TaiSolarin where he is presently pursuing his PhD. in Fine and Applied Arts. He has Published 20 journals and 6 chapters in books in reputable institutions of learning. He also attended 23 conferences within and outside Nigeria. He has also participated in a number of exhibitions. Presently, he is the head of Department of Cultural and Creative Arts, Federal College of Education (Special), Oyo. Oyo state. Nigeria.
EDUCATIONAL INSTITUTIONS ATTENDED WITH DATES
(i) University of Lagos, Lagos. 2015 – 2017
(ii) University of Ibadan, Ibadan. 2004 – 2008
(iii) Ekiti State University, Ado – Ekiti. 1998 – 2004
(iv) Federal College of Education (Special) SPED Consultancy service
March – July 1998
(v) St. Andrew’s College of Education (now EMACOED) 1991 – 1994
(vi) Oranyan Grammar School, Oyo 1983 – 1989
9. ACADEMIC AND PROFESSIONAL QUALIFICATIONS WITH DATES
(i) Master of Art (Art Education) 2017
(ii) Master of Art(Art History) 2008
(iii) B. A. (Ed) Fine and Applied Arts 2004
(iv) West African Senior School Certificate 2002
(v) Diploma in Computer 1998
(vi) Nigeria Certificate in Education 1994
(vii) General Certificate of Education 1989
RECENT JOURNAL PUBLICATIONS/ RESEARCH
a.)Ifeta, C. F, & Akinpelu, E. B. (2024). The role of archaeology in the historical evolution of ife
artistic tradition. South-South journal of humanity and international studies.A multi-disciplinary journal of Faculty of Education. Ignatius Ajuru University. (7). 1. 127-143.
.
b.)Akinpelu, E. B. (2023) Influence of technology on the teaching of visual art in selected
secondary schools in Oyo town. Erudite Journal.( 5 )1. 1489-502.
c.)Abiodun B. & Akinpelu E.B (2023) Management and control of art education in Nigeria Art
schools. (7) 260-276.
d.)Oriola, M. O & Akinpelu E.B (2023) An assessment of e-learning facilities for teaching fine
and appliedarts in tertiary institutions in Oyo Sate, Nigeria.Faculty of Environmental design. ABU, Zaria. Nigeria. ( 6) 1 212-224.
Completed Research
e.)Akinpelu, E. B. (2019). An appraisal of visual arts teaching facilities and equipment in
selectedPrivate and Public Secondary Schools in Oyo East Local Government, Oyo State.
Year proposed April, 2019.
f.)Akinpelu, E. B.(2025). An assessment of adoption of Emerging Digital Technologies in
sculpture education in Tertiary Institutions in South-West, Nigeria. Year proposed April, 2021.
g.)Akinpelu, E. B &Adejumo, M. O. T. ( 2017). Effect of architectural design of banks on
students with special needs in tertiary institutions in Southwest Nigeria. The Journal of Issues in Special Education.Federal College of Education (Special), Oyo (15). 1. 87-105.Year of completion, 2017.
h.)Akinpelu, E. B. (2024). An assessment of e-learning facilities for teaching fine and applied
arts in tertiary institutionsin Oyo State.
Year of completion, February 2024.
A short biography of Olayinka Y. Arogunmasa, PhD
Olayinka Y. Arogunmasa, PhD
Chief Lecturer CCA.
Olayinka Yetunde Arogunmasa is a graduate of the prestigious University of Ibadan from where she had her first degree in Classical Studies, a Postgraduate Diploma, Masters and PhD in Theatre Arts (Theatre & Sociology). She equally holds a Postgraduate Diploma in Education from the National Teacher’s Institute (NTI), Kaduna, Nigeria. She is a certified and professional teacher and a member of Teachers Registration Council of Nigeria (TRCN). She has served as the Head, Department of Cultural and Creative Arts, Federal College of Education (Special), Oyo. She also served as the Centre Supervisor, Ibadan Outreach Centre, Academic Programme Officer (APO) and as a Deputy Director, Research & Publications Directorate of the College. Dr. Arogunmasa has served in various committees within and outside the College. As an astute scholar, she has attended and participated at both national and international academic conferences with her publications in books and reputable journals within and outside Nigeria Olayinka is happily espoused to Babajide D. Arogunmasa and they are blessed.
EDUCATIONAL INSTITUTIONS ATTENDED WITH DATES
i. University of Ibadan 2013-2022
ii. Crestride Resources Limited, Ibadan 2012
iii. National Teachers? Institute, Kaduna 2011-2012
iv. University of Ibadan, Ibadan 2003-2004
v. University of Ibadan, Ibadan 2002-2003
vi. University of Ibadan, Ibadan 1994-1999
vii. Federal Government College, Ogun State 1988-1991
9. ACADEMICAND PROFESSIONAL QUALIFICATIONS WITH DATES
i. Doctor of Philosophy in Theatre Arts (Theatre & Sociology) 2022
ii. Diploma in Computer Appreciation 2012
iii. Postgraduate Diploma in Education (PDE) 2012
iv. Master of Arts in Theatre Arts 2004
v. Postgraduate Diploma in Theatre Arts 2003
vi. Bachelor of Arts in Classical Studies 1999
RECENT JOURNAL PUBLICATIONS/ RESEARCH
a.)Arogunmasa, O.Y. (2022). Drama as a learning method in early childhood education. In O.A.
Adegbite, R.A.Olatunji, A. A. Mohammed & V. B. Uko (Eds.), Contemporary issues in teacher education in Nigeria: a multidisciplinary approach. Adeyoung (Pp 238-243)
b.)Arogunmasa, O.Y. (2022). Drama: a functional approach to learning. In k.O. Usman, S.O.Agbato
& O.J.Olabode (Eds.), Agricultural education for sustainable national development in Nigeria. Peerless grace prints & publishing (Pp 521-532)
c.) Arogunmasa, O.Y. (2023). Understanding children?s theatre. In Y.O.O. Akorede, S.O. Dare,
O.A.Bernard & C.A. Ogazie (Eds.). Foundation topics in communication and theatre: a source book for undergraduates. Ebony Books (Pp 84-97)
d.) Arogunmasa, O.Y. (2023). Drama-in-education and its application as a learning methodology. In
Y.O.O. Akorede, S.O. Dare, O.A.Bernard & C.A. Ogazie (Eds.), Foundation topics in communication and theatre: a source book for undergraduates. Ebony Books (Pp 139-154)
Special Play Performances
e.)Arogunmasa, O.Y. (2018). Boledeoku. A play written by Akanbi Uthman as directed by me for
CCA 125
f.)Arogunmasa, O.Y. (2019). The marriage of Arike. A play written by Toyin Abiodun as directed by
me for CCA 125
g.)Arogunmasa, O.Y. (2019). The Chronicles of Jero. A play written by „Deji Onifade for CCA 324
h.) Arogunmasa, O.Y. (2121). Lawuwo: the musicals. A dance drama created by Olayinka
Arogunmasa for CCA 125 & 324
Mrs. D. O. Oladiran Biography
Mrs. D. O. Oladiran
Mrs Oladiran Deborah Olukemi is a student of Lead City University Ibadan where she is studying to obtain her PhD in Performing Arts, Music and film studies. She had PGD in Music from the University of Lagos, She had her Masters in Cultural and Media studies from the department in institute of African Studies University of Ibadan and her first degree in English department of the same University.She had earlier on finished her NCE program from Federal College of Education special Oyo where she studied Shi/English.
Deborah Olukemi Oladiran is blessed and well fulfilled.
Educational Institutions Attended With Date:
1. University of Ibadan, Ibadan 2018 – 2021
2. University of Ibadan, Ibadan 2007 – 2011
3. National Resource Centre for the Disabled, FCES, Oyo. 2010
4. Federal College of Education (Sp.), Oyo 2000 – 2004
5. Awori College, Ojo 1995 – 1997
Academic and Professional Qualification Obtained With Dates
1. Master of Arts (Cultural and Media Studies) 2021
2. Bachelor of Arts (English) 2011
3. Certificate in Computer Training 2010
4. Senior School Certificate O/L 2006
5. Nigeria Certificate in Education (Special) 2004
6. Senior School Certificate O/L 2003
RECENT JOURNAL PUBLICATIONS/ RESEARCH
a.)Oladiran, D.O. (2019). Parental factors as correlates of academic performance of secondary
school students in cultural and creative arts in Oyo. Erudite Journal 1(1), 527-537.
b.) Oladiran, D.O. (2021). Craft entrepreneurship and vocational skills acquisition as a way of
curbing unemployment among persons with hearing impairment in some selected schools in Oyo, Oyo state. Atiba Journal 7(1), 239-247 .
c.)Oladiran, D.O, (2023). Annihilating Political Excesses Through Drama and Theatre Art
Performance in Afijio Local Government Area of Oyo State. Erudite Journal 5(1), 652-667
d.) Oladiran, D.O, (2024). Promoting Inclusivity and /Tolerance Through Dance: A Case Study of
„Deaf Can Dance? And „Odinjo Bata? Dance Groups. Atiba Journal 8(1), 198-207.
e.)Oladiran, D.O. (2024). Theatre in Disability: Changing the Paradigm of Theatre for People with
Disability in Nigeria.
f.)Oladiran, D.O. (2025). Theatre Performance in Auditory Disability: A Case Study of “Deaf Can
Dance Team” and “Odinjo Bata Entertainment Troupe” in Nigeria.
g.)Oladiran, D.O. (2018). The Social Meaning of the Portable Radio to the Visually Impaired
Person: A Case Study of Federal College of Education (Special), Oyo.
h.)Oladiran, D.O. (2022). The Social Meaning of the Portable Radio to the Visually Impaired
Person: A Case Study of Federal College of Education (Special), Oyo.
I.)Oladiran, D.O. (2025). The Influence of Mother Tongue on the Academic Performance of
Students with Hearing Impairment in cultural and Creative Arts Department: A Case Study of Federal College of Education (Special), Oyo.
B. A. (Ed) Creative Arts Education
Overview
This Creative Arts Education Core Curriculum and Minimum Academic Standards (CCMAS) which is the most recent and improved version of the Creative Arts Education Benchmark Minimum Academic Standards (BMAS) can compare with many reputable universities globally. The essential goal of Creative Arts education and the basic nature of arts were taken into consideration as well as skills required for the 21st Century knowledge based and digital economy. In addition to the general courses and the five education courses, the B.A.Ed. Creative Arts Education CCMAS contains 60 Units of core courses in Creative arts Education. Therefore, what is expected is that, Universities will generate and include other courses that will reflect their local needs and peculiarities, to make up for the minimum of 120 Units required for graduation by the students and also for the course structure and the semester arrangements.
Philosophy
The Programme is designed to equip the student-teachers with the knowledge, skills, competence and values required to teach Creative Arts as provided in the National Policy on Education. Creative Arts comprises Fine and Applied Arts, Music, Dance, Drama, Local Crafts and Language which makes it have humanistic, social and pragmatic outlook enhanced by its integrative nature. Invariably with this combination of complimentary areas of Education, Creative Arts now offers multiple skills for survival in the society.
Objectives
The Programme is designed to:
1)produce students with knowledge and understanding of arts education and the central role of creativity in arts teaching and learning;
2) inculcate in student-teachers ways and means of appreciating the cultural heritage of the nation for the understanding of the aspects of creative arts, which will be inculcated in the learners;
3)produce competent teachers who will promote the teaching of basic theories, technical and manipulative skills in the areas of visual and performing arts; and
4)give students opportunities for hands on experience through participation in educational projects, artists-led workshop and visits to schools and other educational settings.
Unique Features of the programme
These include:
1)creative and adaptability skills, through demonstration and illustration practical relevance of various aspects of Creative Arts teachings to real life situations, among the students;
2) problem-solving orientation among students by means of illustrating the various approaches of Creative Arts to addressing problems, challenges and emergent situations;
3) a sense of moderacy in all affairs and the spirit of understanding, acceptance, tolerance and accommodation of differences and cultural sensitivities and skills to handle local epistemologies;
4) digital skills that will enable teaching remotely when necessary; and
5) entrepreneurial skills necessary for the knowledge-based and digital economy among the graduates.
Employability Skills
The graduate of B.A. Ed. Creative Arts Education should be equipped with the following employability skills:
1. establish and run basic Creative Arts schools;
2. establish and run Creative Arts primary or secondary schools;
3. offer training to traditional Creative Arts school teachers on basic teaching and child discipline/classroom management skills;
4. work as Creative Arts teachers in both public and private primary, secondary and tertiary schools and institutions;
5. work as administrative staff in all cadres and all administrative positions in both the public and private sectors of the economy.
21st Century Skills
The B.A. Ed. Creative Education has the potentials of inculcating into the pre-service Creative Arts teachers the following skills which are relevant in the 21st century:
1. inclusive education and cultural sensitivity;
2. problem solving;
3. digital, techno-pedagogy and innovative teaching and instructional;
4. communication and advocacy;
5. social and community responsibility;
6. initiative and enterprise;
7. self-management; and
8. flexibility, being able to source information, learn and adapt quickly.
Admission and Graduation Requirements
Candidates must satisfy any of the following basic admission requirements:
4-Year Programme
In addition to acceptable scores in UTME, candidates must have obtained five Senior School Certificate (SSC) credit passes which must include English Language, and Mathematics. Candidates with Grade II Teacher’s Certificate, five Merits in the relevant subjects including Creative Arts, English Language and Mathematics is required for admission.
Direct entry mode:
Five SSC (or equivalent) credit passes in relevant subjects, two of which are at the Advanced Level.
A recognised ND, NCE, Diploma/Degree in Theatre Arts or related courses are acceptable into the Degree programmes in lieu of Advanced Level requirements.
Direct Entry 3-Year Degree Programme
Five Senior School Certificate SSC (or equivalent) credit passes in relevant subjects, two of which are at the Advanced Level.
Five Senior Secondary School Certificate SSC (or equivalent) credit passes including English Language, Creative Arts and any other relevant arts and social science subjects and two of which are at the Advanced Level. Or
1. A pass at merit level in NCE Creative Arts and combination with relevant arts, social science and education subject (such as Primary Education)
2. A pass at merit level in relevant Diploma Programme (provided the O/L requirements are satisfied).
3. Passes in Creative Arts and any other two relevant arts or the IJMB (Interim Joint Matriculation Board) examination or Cambridge Moderated Schools of Basic Studies Terminal Examinations or International Baccalaureate from a recognized institution.
Graduation Requirements
In addition to the general requirements for graduation at the University, students must offer and pass courses totalling 120 credit hours, 60 of which must come from the relevant option areas in Creative Arts and Education for the four-year programme. They must also complete and receive a pass grade in teaching practice, and a research project report on a topic approved by the Department.
Course Content and Learning Outcome
100 Level Courses
GST 111: Communication in English (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, students should be able to:
1. identify possible sound patterns in English Language;
2. list notable Language skills;
3. classify word formation processes;
4. construct simple and fairly complex sentences in English;
5. apply logical and critical reasoning skills for meaningful presentations;
6. 6. demonstrate an appreciable level of the art of public speaking and listening; and
7. write simple and technical reports.
Course Contents
Sound patterns in English Language (vowels and consonants, phonetics and phonology). English word classes (lexical and grammatical words, definitions, forms, functions, usages, collocations). Sentence in English (types: structural and functional, simple and complex). Grammar and Usage (tense, mood, modality and concord, aspects of language use in everyday life). Logical and Critical Thinking and Reasoning Methods (Logic and Syllogism, Inductive and Deductive Argument and Reasoning Methods, Analogy, Generalisation and Explanations). Ethical considerations, Copyright Rules and Infringements. Writing Activities: (Pre-writing, Writing, Post writing, Editing and Proof reading; Brainstorming, outlining, Paragraphing, Types of writing, Summary, Essays, Letter, Curriculum Vitae, Report writing and Note making Mechanics of writing). Comprehension Strategies: (Reading and types of Reading,
EDU 101: Introduction To Teaching And Foundations Of Education
(2 Units C: LH 30)
Learning Outcomes : Comprehension Skills, 3RsQ). Information and Communication Technology in modern Language Learning. Language skills for effective communication. Major word formation processes. Writing and reading comprehension strategies. Logical and critical reasoning for meaningful presentations. Art of public speaking and listening. Report writing.
GST112: Nigerian Peoples And Culture (2 Units C: LH 30)
Learning Outcomes
At the end of the course, students should be able to:
1. analyse the historical foundation of the Nigerian culture and arts in pre-colonial times;
2. list and identify the major linguistic groups in Nigeria;
3. explain the gradual evolution of Nigeria as a political unit;
4. analyse the concepts of Trade, Economic and Self-reliance status of the Nigerian peoples towards national development;
5. enumerate the challenges of the Nigerian State towards Nation building;
6. analyse the role of the Judiciary in upholding people’s fundamental rights;
7. identify acceptable norms and values of the major ethnic groups in Nigeria; and
8. list and suggest possible solutions to identifiable Nigerian environmental, moral and value problems.
Course Contents
Nigerian history, culture and art up to 1800 (Yoruba, Hausa and Igbo peoples and culture; peoples and culture of the ethnic minority groups). Nigeria under colonial rule (advent of colonial rule in Nigeria; Colonial administration of Nigeria). Evolution of Nigeria as a political unit (amalgamation of Nigeria in 1914; formation of political parties in Nigeria; Nationalist movement and struggle for independence). Nigeria and challenges of nation building (military intervention in Nigerian politics; Nigerian Civil War). Concept of trade and economics of selfreliance (indigenous trade and market system; indigenous apprenticeship system among Nigeria people; trade, skill acquisition and self-reliance). Social justice sand national development (law definition and classification. Judiciary and fundamental rights. Individual, norms and values (basic Nigeria norms and values, patterns of citizenship acquisition; citizenship and civic responsibilities; indigenous languages, usage and development; negative attitudes and conducts. Cultism, kidnapping and other related social vices). Re-orientation, moral and national values (The 3R’s–Reconstruction, Rehabilitation and Re-orientation; Reorientation Strategies: Operation Feed the Nation (OFN), Green Revolution, Austerity Measures, War Against Indiscipline (WAI), War Against Indiscipline and Corruption (WAIC), Mass Mobilization for Self-Reliance, Social Justice and Economic Recovery (MAMSER), National Orientation Agency (NOA). Current socio-political and cultural developments in Nigeria.
1, At the end of the course, the students should be able to:
1. state the important roles of teaching as a profession;
2. raise and judge some ethical issues in education;
3. list the intellectual and practical competencies required by the teacher;
4. justify the need for education in the development of a nation;
5. give an account of the history of education from ancient times to the present-day modern education in Nigeria;
6. present an overview of the National Policy on Education;
7. identify the stages of child and adolescent development;
8. state the behaviourist, cognitive and socio-cultural perspectives of learning;
9. enumerate historical and current developments in sociology of education; and
10. highlight the historical and current developments in philosophy of education.
Course Contents
Teaching as a profession. Ethics of the teaching profession. Intellectual and practical competencies required by the teacher. Link between education and development. Educational development from ancient times to the present with particular reference to the evolution of modern education in Nigeria. The National Policy on Education. Brief treatment of learning theories from the behaviourist, cognitive and socio-cultural perspectives. Child and adolescent development. Historical and current developments in philosophy of education and in sociology of education.
EDA 101: Introduction To Creative Art Education (2 Units C: LH 30)
Learning outcomes
At the end of the course the students should be able to:
1. illustrate the branches of Creative Arts;
2. define the difference between Fine Arts and Art theory; and 3. list out the differences between Applied Arts and Performing Arts.
Course Contents
Rationale of Creative Arts Education. A study of creativity in relation to teaching and learning of Arts, craft, quality of creative products, characteristics of creative persons and techniques of nurturing children/students in Creative Arts.
EDA 103: Introduction To Creative Design 1 (2 Units C: LH 30)
Learning outcomes
At the end of this course, the students should be able to:
1. draw a 3D and 2D object, and make out their differences;
2. understand that 3D objects have depth and weight, while 2D objects do not have depth, or weight; and
utilise light and shade help to give the likelihood of depth due to optical illusion.
Course Contents
Introduction to elements and principles of design. Exposure to exploitation of different shapes to make designs on two-dimensional media. This course would therefore present the essential and necessary tools and means of acquiring, imparting and disseminating knowledge as mentioned in specific details. Such as 2D refers to length and Breadth (width) of an Object. It could be a panel, a door while 3D refers to Length, Breadth (width) and height (or depth) – LxBxH.
THA 101: Traditional African/Festival Theatre (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. identify the different manifestations, stages and depictions of traditional African/festival theatre and justify them;
2. appreciate and state the features of Traditional African/Festival Theatre;
3. document their field experiences as participant in, or observer of Traditional African/Festival Theatre, and
4. state the current status of traditional African/festival theatre.
Course Contents
Introduction to Traditional Theatre in Africa. Types of traditional theatre. Elements of traditional African theatre. Evolution of theatre from the festival or ritual performances. Performances in Pre-colonial Africa. Traditional Minstrelsy. Functions of traditional/festival theatre. Traditional theatre as a means of communication. Mini-field research on the festival in any community. Reporting field experience in traditional theatre.
THA 103: Beginning Theatre Design And Technology (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. recognise what scene design is;
2. understand elements of scene design;
3. discuss the process of scene design for the stage, television, radio and film; and
4. explain how to relate scene design to a text chosen for stage or screen production.
Course Contents
Introduction to theatre design and technology. Relationship between scene design and a play text in production. Communicating through theatre design. Creative skills required in design. Elements of design. Factors that control design procedures for the varying media in the theatre. Set and costume design. The options available to the scenic designer in the use of modern technology for sound, visuals and effects. Designing a live event. ICT and theatre design, storyboarding, model making. Production experience
THA 105: Basic Communication Theory (2 Units C: LH 30)
Learning Outcomes :
At the end of this course, the students should be able to:
1. know the meaning of and differences between communication and information;
2. be able to identify and provide graphic illustrations of the basic models of communication;
3. demonstrate an understanding of traditional modes of communication;
4. note the various theorists and theories of communication; and
5. be able to describe the communication process within an individual, between two or more individuals and other social context such as, group or mass communication.
Course Contents
The course involves a study of the basic models and theories of communication as the process evolved from individual perceptions, language habits, and behaviour in intrapersonal, interpersonal and social transactions. It is an overview of the basic factors that facilitate or constitute barriers to communication.
THA 106: Practical Participation Orientation (2 Units C: PH 45)
Learning Outcomes
At the completion of this course, students must demonstrate:
1. capacity for stage acting and participated in one or more stage productions as actors;
2. hands-on knowledge of Directing, Stage Management, House Management (front of house and back stage); and
3. developed skills in play analysis and review of stage performances.
Course Contents
Site-responsive theatre. Theatre as collaboration. Practical participation in a theatre production, as directors, actors, designers, technical directors, stage and house managers and crewmembers. Engagement with the audience: body, genre. Agency. Effective students’ contribution to critique meetings, before and after the production is encouraged.
200 Level Courses
GST 212: Philosophy, Logic And Human Existence (2 Units C: LH 30)
Learning Outcomes
A student who has successfully gone through this course should be able to:
1. know the basic features of philosophy as an academic discipline;
2. identify the main branches of philosophy & the centrality of logic in philosophical discourse;
3. know the elementary rules of reasoning;
4. distinguish between valid and invalid arguments;
5. think critically and assess arguments in texts, conversations and day-to-day discussions;
1. critically asses the rationality or otherwise of human conduct under different existential conditions;
2. develop the capacity to extrapolate and deploy expertise in logic to other areas of knowledge, and
3. guide his or her actions, using the knowledge and expertise acquired in philosophy and logic.
Course Contents
Scope of philosophy; notions, meanings, branches and problems of philosophy. Logic as an indispensable tool of philosophy. Elements of syllogism, symbolic logic— the first nine rules of inference. Informal fallacies, laws of thought, nature of arguments. Valid and invalid arguments, logic of form and logic of content — deduction, induction and inferences. Creative and critical thinking. Impact of philosophy on human existence. Philosophy and politics, philosophy and human conduct, philosophy and religion, philosophy and human values, philosophy and character molding.
ENT211: Entrepreneurship And Innovation (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, the students should be able to:
1. explain the concepts and theories of entrepreneurship, intrapreneurship, opportunity seeking, new value creation, and risk taking;
2. state the characteristics of an entrepreneur;
3. analyse the importance of micro and small businesses in wealth creation, employment, and financial independence
4. engage in entrepreneurial thinking;
5. identify key elements in innovation;
6. describe stages in enterprise formation, partnership and networking including business planning;
7. describe contemporary entrepreneurial issues in Nigeria, Africa and the rest of the world; and
8. state the basic principles of e-commerce.
Course Contents
Concept of Entrepreneurship (Entrepreneurship, Intrapreneurship/Corporate Entrepreneurship,). Theories, Rationale and relevance of Entrepreneurship (Schumpeterian and other perspectives, Risk-Taking, Necessity and opportunity-based entrepreneurship and Creative destruction). Characteristics of Entrepreneurs (Opportunity seeker, Risk taker, Natural and Nurtured, Problem solver and change agent, Innovator and creative thinker). Entrepreneurial thinking (Critical thinking, Reflective thinking, and Creative thinking). Innovation (Concept of innovation, Dimensions of innovation, Change and innovation, Knowledge and innovation). Enterprise formation, partnership and networking (Basics of Business Plan, Forms of business ownership, Business registration and Forming alliances and join ventures). Contemporary Entrepreneurship Issues (Knowledge, Skills and Technology, Intellectual property, Virtual office, Networking). Entrepreneurship in Nigeria (Biography of inspirational Entrepreneurs, Youth and women entrepreneurship, :
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Entrepreneurship support institutions, Youth enterprise networks and Environmental and cultural barriers to entrepreneurship). Basic principles of e-commerce.
EDU 201: Curriculum, Curriculum Delivery And Teaching Methods
(2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. explain at an appropriate level of confidence the meaning and types of curriculum;
2. describe the process of curriculum development; analyse and critique the Nigerian Core curricula as guide to curricula delivery;
3. use different methods in the delivery of curriculum content;
4. identify local epistemologies and context and the use of CTCA in the Nigerian context;
5. plan and schedule lessons as well as monitor and evaluate the outcome of each lesson; 6. identify and use learning resources and media and improvise, whenever necessary;
6. manage classrooms under different conditions and address the needs of individual students, especially, those with special needs including the gifted; and
7. demonstrate skills in ICT, set up and manage online classes.
Course Contents
Definition and types of curriculum. The curriculum development process. The Nigerian core curricula. Curriculum delivery to include general teaching methods and strategies: lecture, class discussion, demonstration, problem-solving, cooperative learning and guided-discovery, concept mapping, meta-cognition, argumentation, project-based learning, competency-based learning, culturo-techno-contextual approach (CTCA). Developing the lesson plan/note. Assessment of learning. Resources for teaching, improvisation. General classroom management. Teaching in a 21st century classroom. Setting up and managing online classes. Attending to students with special needs.
EDU 202: Special Methods In Education Music I (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. identify appropriate methods for teaching music in its various forms;
2. explain the inter-connectivity of written music and performance;
3. identify methods for score reading processes, components, levels, and skills acquisition;
4. monitor students’ comprehension of relevant music concepts;
5. identify and apply appropriate methods for music writing;
6. apply different methods and techniques to teach score reading and comprehension at
different levels;
1. identify series of creative skills with corresponding teaching methodology;
2. apply different methods to teach practical music; and
3. apply different methods to use the knowledge about music in its performance.
Course Contents
Identification of different methods for teaching music in its various forms- Western art music, Traditional music, Popular music; Methods for score reading, digital literacy, notation, forms of musical score reading, art music literacy, cultural literacy, music and media; Methods for teaching performance, rudiments of music, score writing, types of scores; Methods and types of notation styles; writing exercises; analytical methods; teaching the genres, creative styles and approaches; demonstrations methods in music teaching, discussion, literary criticism and practical presentations methods.
EDA 211: Festivals In Different Cultures (2 Units C: LH 30)
Learning Outcomess
At the end of this course, the students should be able to:
1. enumerate at least three festivals in three cultures;
2. define the meaning of a festival and what makes a culture;
3. differentiate between festival and culture; and
4. make out the difference between culture and tradition.
Course Contents
A study of festivals in different communities and cultures, types of festivals, The categories of festivals and performances in festivals. Importance of festivals to national development.
EDA 242: Three-Dimensional Representation Of Historical Objects (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1. make quick sketches 3D and 2D objects;
2. make clay or plastic in representations of 3D and 2D objects; and
3. mention as well as write out 3D and 2D they know, such as a tank, a flat book, a black or white board, a block and paper.
Course Contents
The three-dimensional representation of historical objects includes still-life nature and life in relation to historical articles and figures. The use of soft and hard approaches to their implementation. This means the use of samples on projectors and also physical on paper, and object handling.
THA 201: African Drama And Theatre In The Colonial Era (3 Units C: LH 45)
Learning Outcomes :
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At the end of this course, the students should be able to:
1. know the disruptive role of colonialism on African theatre;
2. understand the roles the colonial office and the missionaries played in African drama and performance as well as the impact thereon;
3. read plays written during or about the colonial era;
4. understand the evolving forms of drama during the period and the physical theatre; and 5. have a knowledge of African plays on insurgency against the colonial administration.
Course Contents
General introduction on colonialism. A study of indigenous theatrical activities in Africa as they were based in churches, concert party bands, minstrelsy, and pop songs groups, from its beginnings to 1960. Hubert Ogunde, Kola Ogunmola, Duro Ladipo and others. The concept of modernism in colonial theatre. Drama in the university. Performance approaches in theatre in the colonial era. The role of the colonial office in drama and theatre. Plays of the colonial era. Anti-colonial drama and theatre.
THA 202: Introduction To Media Arts (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. demonstrate a basic knowledge of the history of media arts as it concerns the radio, TV, film, the print medium, and other forms of media-based narratives;
2. possess the ability to explain the major happenings and conventions in world media and how they influenced media practice and journalism universally;
3. know the distinct features of radio, TV, film, the print and new media;
4. identify media historians, writers for the screen, and media critics of the period; and
5. have a clear understanding of African performance history during this period.
Course Contents
A historical survey of the major media events and developments in the theory and practice of media arts. The roles and duties of media personnel: the scriptwriter, the producer, director, Editor, cameraman and others. Radio broadcasting. Television broadcasting. Other screen productions. Challenges of the media arts in contemporary society.
THA 204: Introduction To Directing (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. demonstrate the ability to appreciate and analyse plays for production;
2. demonstrate an understanding of different directing styles and renowned local and international directors;
3. have knowledge about the practice of blocking, have capacity to understand stage geography and identify the different parts of the stage; and
1. demonstrate an understanding of global directorial approaches, and indigenous directing by Nigerian dramatists.
Course Contents
A study of the basic mechanics of directing for the stage. Who is a play Director? The qualities and roles of a play director. The director’s application of the principles of composition, picturisation, movement, rhythm and pantomimic dramatization. Play identification and selection. Play Analysis. Auditioning. Characterisation. Casting. The Actor. Rehearsals and Production. First to Second Readings. Rehearsals. Blocking. Stage movement. Complementing Personal-The Costumier, Designer, Composer, Stage Manager. Practical presentation.
THA 205: Basic Speech Arts, Music And Acting Techniques (3 Units C: LH 45)
Learning Outcomes
At the end of this course, the students should be able to:
1. use the voice as one of the basic tools in the theatre through voice projection, stress, tonality, in English and indigenous languages;
2. display a knowledge of speech patterns, know the elements and styles of speech in acting, and the styles of speech in acting and different stage performances, and mass media productions;
3. be able to draw the phonetic and phonemic charts;
4. appreciate music and its forms;
5. develop the capacity to listen to stage dialogue and have an understanding of the actor/actors on stage; and
6. play at least one traditional and modern instrument each.
Course Contents
Introduction to Voice and Speech. The phonemic/Phonetic chart. Articulatory system. The voice as the actor’s tool. Basic voice training exercises which aid articulation and voice projection, punctuation, diction, tonality, tempo, pitch, rhythm, phonemic and stress patterns of English, and various Nigerian Language tones. Speaking with differing dramatic effect as demanded by the context or the text. The language laboratory/media studio and actor training for the stage and screen. Types of music. Types of music for stage performances.
THA 208: Children’s Theatre In Education (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. know how to work with children with the goals of building their creative skills as artistes/ future artist and communicators;
2. have a knowledge or the element of creative dramatics, engage children in movement, mime and eurhythmic towards rehearsing the school drama; and
3. produce age specific drama in schools for entertainment.
:
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Course Contents
Exploration of the dramatic imagination of young people in the classroom. The importance of educational drama. Creative dramatics. Communication awareness and interaction at various levels through movement, mime and eurhythmics. Improvisation by young people. Practical tasks and exercise in educational drama. Play/cartoon creation in selected pre-primary, primary and junior secondary schools in the community and at the Saturday playhouse projects.
300 LEVEL COURSES
GST 312: Peace And Conflict Resolution (2 Units C: LH 30)
Learning Outcomes
At the end of the course, students should be able to:
1. analyse the concepts of peace, conflict and security;
2. list major forms, types and root causes of conflict and violence;
3. differentiate between conflict and terrorism;
4. enumerate security and peace building strategies; and
5. describe roles of international organisations, media and traditional institutions in peace building.
Course Contents
Concepts of Peace, Conflict and Security in a multi-ethnic nation. Types and Theories of Conflicts: Ethnic, Religious, Economic, Geo-political Conflicts; Structural Conflict Theory, Realist Theory of Conflict, Frustration-Aggression Conflict Theory. Root causes of Conflict and Violence in Africa: Indigene and settlers Phenomenon; Boundaries/boarder disputes; Political disputes; Ethnic disputes and rivalries; Economic Inequalities; Social disputes; Nationalist Movements and Agitations; Selected Conflict Case Studies–Tiv-Junkun; Nano-Katal, Chieftaincy and Land disputes. Peace Building, Management of Conflicts and Security: Peace & Human Development. Approaches to Peace & Conflict Management---such as (Religious, Government, Community Leaders and others). Elements of Peace Studies and Conflict Resolution: Conflict dynamics assessment Scales: Constructive & Destructive. Justice and Legal framework: Concepts of Social Justice; The Nigeria Legal System. Insurgency and Terrorism. Peace Mediation and Peace Keeping. Peace & Security Council (International, National and Local levels) Agents of Conflict resolution– Conventions, Treaties Community Policing: Evolution and Imperatives. Alternative Dispute Resolution, ADR. Dialogue b). Arbitration, c). Negotiation d). Collaboration. Roles of International Organizations in Conflict Resolution. (a). The United Nations, UN and its Conflict Resolution Organs. (b). The African Union & Peace Security Council (c). ECOWAS in Peace Keeping. Media and Traditional Institutions in Peace Building. Managing Post-Conflict Situations/Crisis: Refugees. Internally Displaced Persons, IDPs. The role of NGOs in Post-Conflict Situations/Crisis
ENT 312: Venture Creation (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, the students should be able to:
1. describe the key steps in venture creation;
2. spot opportunities in problems and in high potential sectors regardless of geographical location;
3. state how original products, ideas, and concepts are developed;
4. develop business concept for further incubation or pitching for funding;
5. identify key sources of entrepreneurial finance;
6. implement the requirements for establishing and managing micro and small enterprises;
7. conduct entrepreneurial marketing and e-commerce;
8. apply a wide variety of emerging technological solutions to entrepreneurship; and
9. appreciate why ventures fail due to lack of planning and poor implementation.
Course Contents
Opportunity Identification (Sources of business opportunities in Nigeria, Environmental scanning, Demand and supply gap/unmet needs/market gaps/Market Research, Unutilised resources, Social and climate conditions and Technology adoption gap). New business development (business planning, market research). Entrepreneurial Finance (Venture capital, Equity finance, Micro finance, Personal savings, Small business investment organizations and Business plan competition). Entrepreneurial marketing and e-commerce (Principles of marketing, Customer Acquisition & Retention, B2B, C2C and B2C models of e-commerce, First Mover Advantage, E-commerce business models and Successful E-Commerce Companies,). Small Business Management/Family Business: Leadership & Management, Basic book keeping, Nature of family business and Family Business Growth Model. Negotiation and Business communication (Strategy and tactics of negotiation/bargaining, Traditional and modern business communication methods). Opportunity Discovery Demonstrations (Business idea generation presentations, Business idea Contest, Brainstorming sessions, Idea pitching). Technological Solutions (The Concept of Market/Customer Solution, Customer Solution and Emerging Technologies, Business Applications of New Technologies-Artificial Intelligence (AI), Virtual/ Mixed Reality (VR), Internet of Things (IoTs), Blockchain, Cloud Computing, Renewable Energy and others. Digital Business and E-Commerce Strategies).
EDU 301: Teaching Practice I (3 Units C: PH 135)
Learning Outcomes
At the end of the course, students should be able to demonstrate:
1. knowledge of the subject matter;
2. the necessary Pedagogical skills;
3. acquired understanding of child psychology;
4. the needed attitude towards teaching;
5. proper use of instructional facilities;
6. knowledge of individual differences in actual classroom situations and how to use this knowledge to assist children in real time; and
7. effective classroom management skills.
:
Course Contents
Effective and responsive teaching practices and interactions are key for all learning in professional teacher preparation. The importance of teaching practice is to provide the students with an opportunity to apply their pedagogical knowledge and skills in practice. Therefore, the practical implementation of teaching and learning strategies in the classroom, as applied to the subject area, should be taught through micro-teaching before students embark on the exercise.
EDU 302: Educational Measurements, Tests, Research Methods And Statistics (3 Units C: LH 45)
Learning Outcomes
At the end of the course, the students should be able to:
1. measure and assess learning outcomes and use the results in decision making and judgments;
2. identify the different domains of learning; develop and use appropriate instruments for measuring each;
3. identify the different kinds of data that can be yielded in different contexts and the appropriate statistical tool for analysing each type of data;
4. explain the meaning, aim, types, role and processes of research in educational settings; 5. acquire communication skills and skills in reporting of research;
5. carry out hypothesis testing, and employ the knowledge of critical values and error in interpretation of results and making of inferences;
6. gain skills in the use of IBM-SPSS and other relevant packages in the analysis of data; and
7. judge and address ethical issues in research.
Course Contents
Types of educational measurements. Types of tests. Development of tests, test blueprint, item analysis, reliability and validity of instruments. Domains of learning and taxonomy of cognitive outcomes. Meaning of research. Types of research with focus on descriptive and experimental research. The research process. Writing a research proposal. Research designs. Theoretical/conceptual framework and review of literature. Sample and sampling techniques. Types of data, data gathering, data processing, data analysis and interpretation. Probability, critical values and error and their place in inferences. Ethical considerations (political, economic religious and cultural) in research. Data analysis using IBM-SPSS. in educational data analysis. Reporting educational research.
EDA 332: Music In Occupations (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1. create and rejuvenate old songs that would enable the different occupations sustain their trend; list most practical ways of evolving new songs to keep the occupations afloat; and
2. carry out hypothetical songs in the various occupations in order to keep our culture as a way of life of the people.
Course Contents
Introduction to music used in different occupations such as, war songs, wrestling songs, moonlight songs, hunting songs and fishing songs.
EDA 341: Nigerian Folk Arts And Crafts And Masks (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1. list out the folk arts, crafts and masks needed to sustain the culture of the people;
2. demonstrate the importance of the arts, crafts and masks by making use of them in their festivals; and
3. create new masks, crafts the folk arts to keep the interest of the people and retain the hereditary factors that bind the people together.
Course Contents
Introduction to folk arts and crafts viz. Batik, Tie-Dye, Leather work, Brass Smiting, Cloth weaving, Wood Carving, Black Smiting and Brass Casting. Location of Nigerian folk arts and crafts. Elements of culture and creativity in the arts and crafts are studied. Masks: A study of Nigerian masks viz. Epa mask- Ekiti Yoruba, Gelede mask- Egbado Yoruba, Ekpo mask- Ibibio, Mmonwu (Mmoo) masks- central Igbo. Their cultural and creative elements are explored.
EDA 342: Nigerian Indigenous Arts And Museums (2 Units C: LH 30)
Learning Outcomes
At the end of the course, students should be able to:
1. describe services available for persons with special talents in indigenous arts and packaging of museums;
2. identify resources that would help to encourage local arts and build up museums; describe the process of sourcing artworks from indigenous materials to build our museums; and
3. demonstrate skills in sourcing of indigenous artworks to build up our artistic heritage.
Course Contents
A study of Smithing, Cloth weaving, Wood Carving, Black Smiting and Nigerian indigenous arts viz. Nok culture, Igboukwu Bronzes, Ife Art, Benin Art, Ekoi Stone Monoliths, Esie Stone Figure, Tsoedo and Oron Ekpu Figures, Elements of culture and creativity in the arts are studied. Museums: Introduction to National Commission of Antiquities and Nigerian Museum viz. National Museum Lagos, Ife Museum of Antiquities, Benin Museum, Esie Museum, Jos Museum, Oron Museum, Kaduna Museum and Ekoi stone figures. The identification of characteristics of artifacts :
EDA 361: Dramatic Presentation In Festivals (2 Units C: LH 30)
Learning Outcomes
At the end of the course, students should be able to:
1. demonstrate and replicate what had been experienced in more vivid terms;
2. list more practical ways of relaying a festival dramatic to an audience;
3. capture in realistic terms a similar scenario to please an audience; and
4. list major forms and types in melodramas that could keep an audience spell bound
Course Contents
This course helps to create awareness in the happenings at the time of any culture. The indigenes help to demonstrate the importance of the resuscitation of their culture through such dramas during festivals. The importance of coming together as a people during festivals is encouraged.
EDA 372: Crafts And Entrepreneurship (2 Units C: LH 30)
Learning Outcomes
At the end of the course, students should be able to:
1. model, carve or design artworks, that would be acceptable by the public;
2. weave bags or mats from straw and plastic materials; and
3. build different craft to exhibit their prowess to enhance self-dependence.
Course Contents
Creation of entrepreneurial culture using craft skills for self-employment, economic independence and self-realization. Mastery of skill and competences in as book binding, weaving crafts (mat, fibre, grass, rope and cane chairs); painting and decoration, graphic designs, textile craft, metal and leather works and beading.
THA 303: Educational Drama And Theatre (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1. improve their skills in the management, of young people of senior secondary school for activities in the theatre;
2. understand age-specific educational drama;
3. teach the school children the difference between, and be able to play the roles of Stage, and theatre managers; and
4. practically manage the children to work in small or large groups to produce an end-ofyear play
Course Contents
The study and application of the principles of educational drama and theatre. Play selection. Rehearsals, run and strike with senior secondary school students. The use of theatre as a pedagogic tool to address deviance, and other vulnerabilities in children. Building and strengthening the capacity of Senior Secondary School learners to improve their creative skills. Stage management in Educational theatre.
THA 304: Basic Choreography And Kinaesthetics (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. explain the conventions that govern dance as means of plot realization, movement, rhythm and music including embodiment practices;
2. how that they understand the concepts of choreography and kinaesthetic;
3. have the capacity to generate knowledge for cross-cultural interpretation and display of dances, use of space, level, distance and time in divers dance contexts;
4. display the capacity to enact a story through dance, improvisation, individual and group roles;
5. display skills of choreography and dance, and reflect local and international dance registers on stage; and
6. exhibit abilities for commercial dance practice.
Course Contents
Introduction to dance, basic choreography and kinaesthetic, embodiment and choreography. Who is a dancer? Who is a Choreographer? What is kinaesthetic? Features of dance and choreography. Exploration of the techniques of dance-drama idioms based on selected texts such as dance libretti. The interrelation of linear and non-linear activity. Traditional relationship of dance to music, variation, direction, levels, space, and rhythm. Dance and visual Aesthetics. (Make-up, props, set design, costume, lighting and others). Dance exercises will distinguish “set” and “improvised” dances.
400 LEVEL COURSES
EDU 400: Project (3 Units; C) ( PH 135)
Learning Outcomes
At the end of the course, students should be able to:
1. identify researchable project topics on contemporary problems in relevant subject specialization in education;
2. search and review literature pertinent to identified topical issues;
3. conceptualize and design a research study to address an identified problem;
4. develop valid and reliable tests, questionnaires and other relevant research instruments for research project;
5. plan and implement a scheme for selection of study sample;
6. determine statistical tools for analysing data collected based on research objectives;
7. write a coherent report on research conducted;
8. cite and reference sources of information used in their research report; and
9. work independently to accomplish a research project with the guidance of the research supervisor.
Course Contents :
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Application of knowledge and skills acquired in research methods, statistics and evaluation in identifying and proffering solutions to educational problems. Working independently under the guidance of a Project Supervisor. Planning and execution of a well-conceptualized research and presenting a written report on the study conducted.
EDU 401: Teaching Practice Ii (3 Units C: PH 135)
Learning Outcomes
At the end of this course, the students should be able to demonstrate:
1. knowledge of the subject matter;
2. the necessary Pedagogical skills;
3. acquired understanding of child psychology;
4. the needed attitude towards teaching;
5. proper use of instructional facilities;
6. apply knowledge of individual differences in actual classroom situations and how to use this knowledge to assist children in real time; and
7. effective classroom management skills.
Course Contents
Effective and responsive teaching practices and interactions are key for all learning in professional teacher preparation. The importance of teaching practice is to provide the students with an opportunity to apply their pedagogical knowledge and skills in practice. Therefore, the practical implementation of teaching and learning strategies in the classroom, as applied to the subject, area should be taught through micro-teaching before students embark on the exercise.
EDA 424: Theories Of Language Teaching And Literature (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. raise and judge ethical issues in language and literature;
2. list the intellectual and practical competencies;
3. resent an overview of the theories; and
4. highlight the historical and current developments.
Course Contents
A study of Nigeria indigenous arts viz, Nok culture, Igbo Ukwu Bronze, Ife Arts, Benin Art, Ekoi Stone monoliths, Esie Stone Figure, Tsoedo and Cron Ekpu Figures. Elements of culture and creativity in the arts are studied.
EDA 452: Teaching Children’s Literature (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. enumerate historical and current development in literature;
2. analyse the pedagogical content knowledge necessary;
1. explain the major goal in literature; and
2. discuss the concepts of children’s literature
Course Content
The nature and characteristics of materials presented to children. Methods and techniques of teaching children’s literature.
THA 401: Topics in Theatre Studies (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. enumerate the differences between form and content in drama and theatre;
2. outline drama and theatre across genres, conventions, styles, praxes;
3. identify the different socio-political constructs, ideological movements of drama and theatre according to dramatists, and across the ages as well climes;
4. relate topical issues in theatre to social trends, and 5. study the trends in modern theatre studies in Nigeria.
Course Contents
Introduction.Form and content in drama and theatre.Thematic categories of drama and theatre.Selected works of principal and seminal playwrights.Dramatic and theatrical genres.Theatre and the social, political, and historical conditions in which plays were written.The pedagogic value of plays and theatre movements.Exploration of the ideas, practices, and methods of critics, actors, playdirectors, theatre designers, choreographers and semioticians worldwide.Ideological movements in the theatre.Complementary themes as politics, society, religion, love, identity and alienation in theatre studies.
THA 402: Theories Of The Modern Theatre (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. have a practical orientation during SIWES;
2. discuss theories and critics of drama and theatre; and
3. explain elements of theatre practice across the ages
Course Contents
A study of the main theories and trends in dramatic criticism. Methodologies and approaches from Aristotle to Patrice Pavis, using appropriately illustrative play texts and performances. Theatre as entertainment. Theatre as therapy.
THA 404: Community Theatre For Development Practice (2 Units C: LH 15; PH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. produce a play to conscientize the community for self-reliance;
1. display the capacity for group dynamics and control;
2. leave creative skills behind in the host community for development; and
3. have the capacity to generate feedback from the community.
Course Contents
The choice of a community by staff or students for value addition through theatre. Creating the community play by community members. Play production in conjunction with the members of the adopted or host community. Development strategies in community theatre. Leaving legacies through community theatre.
THA 405: Advanced Theatre Workshop (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of the course, the students should be able to:
1. display extensive ability to produce a full-length play written by a student, or a published dramatist;
2. manage a full-length play production; 3. highlight the play production process; and
4. display an understanding of total theatre.
Course Contents
In this practical course, every student is expected as they did in other Production Workshop courses, to act in, or direct a play, create a dance routine and dance drama, costume a play, participate in any aspects of design of the play to highlight their development in the arts of the theatre. Each student shall be assessed on his or her participation in the full-length theatre production. No student is exempted from the course.
Minimum Academic Standards
Musical
Local drums, wooden drums, maracas, clappers, musical pots (udu), xylophone, oja, flutes, sarewa, horn
Guitars, school recorders, pianos, electric keyboard, orchestral instruments and graded xylophones.
Audio and video players and recorders, CD players, empty cassettes, turn tables, records phono disk, recorded audio-video tapes Cd and others.
FINE ARTS
Donkey seats, casles, drawing boards, potter’s wheel, kiln, clay dump, print making machines, lino-cutters, fixative modelling tools, screen frame, T-squares, set-squares, scissors, hand gloves.
Poster colours, caustic soda, hydro sulphite, calligraphic pens, markers, kitchen papers. P0hotographic studio and equipment.
THEATRE AND DANCE
Complete lighting system
At least 7 lamps – flood, follow, and spot
Dimmer board
Sewing machine
Make-up kits
Standby generators
Dinner pack
Staffing
Academic Staff
The NUC guidelines on staff/student ratio of 1:10 for music departments shall apply to ensure that students are adequately catered for due to the practical aspects of the programme. It is expected that all academic staff should possess Ph.D. degree. However, the proportion of academic staff with Ph.D. degree should not be less than 70%. With a minimum load of 18 Units per semester for students and a minimum of six full-time equivalent of staff in each programme, staff should have a maximum of 15 contact hours per week for lectures, tutorials, practicals and supervision of projects.
Administrative Support Staff
The services of the administrative support staff are indispensable in the proper administration of the departments and faculty offices. It is important to recruit very competent senior staff that are computer literate.
Technical Support Personnel
The services of technical support staff, which are indispensable in the proper running of laboratories and workshop/studios are required. It is important to recruit very competent senior technical staff to maintain teaching and research and performance equipment. They are also to undergo regular training to keep them abreast of developments in equipment operation and maintenance.
Audio/Recording Engineer/Technical Assistant
The services of an audio/recording engineer to man the listening room, assist with music recording and update the collections periodically is required. He/she must undergo regular training as the digital world advances.
Library
Universities should leverage on available technology to put in place rich databases and other electronic/digital library and information resources. In addition, well stocked and current hardcopies of reference and other textual materials should be provided centrally at the level of the Faculty. A strong and active network digital library should be made available and serve the entire university community. Availability of wireless facilities (Wi-Fi) with adequate bandwidth should enhance access to these electronic resources.
In any case, there should be internet ready workstations available in the library for least 25% of the total student enrolled in each academic programme. :
The funding of the library should be in line with NUC guidelines.
Classroom, Laboratories, Workshops and Offices
Classrooms
Lecture theatres and classrooms should be adequate in number, well-spaced and adequately ventilated with necessary public address system, projectors and other audio-visual aids.
Spaces
The NUC recommends the following physical space requirement:
m2 Professor’s Office - 18.50 Head of Department’s Office - 18.50
Tutorial Teaching Staff’s Office - 13.50
Other Teaching Staff Space - 7.00
Technical Staff Space - 7.00
Secretarial Space - 7.00
Practice Room Spaces (10 for Student practices) - 13.60
Rehearsal Hall/Auditorium (large hall/Auditorium with chairs and proper sound Acoustics, well ventilated and illuminated)
There shall be a minimum of:
Four (4) Standard Classrooms
Ten (10) Offices for Staff
Standard office for the Head of Department
One (1) Departmental Secretary’s Office
Two (2) Administrative Staff Offices
Practice Room
One (1) Rehearsal Hall/Auditorium (large hall/Auditorium with chairs and proper sound Acoustics, well ventilated and illuminated.