Pedagogic Integration of Cultural Art-knowledge Contents into Architecture curriculum: Teachers’ Gestalt Acculturation Experience
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Date
2018-06
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Covenant International Journal of Psychology (CIJP)
Abstract
Most communities of the world acculturate their own identity by the inculcation of art cultures into the spines of citizenry education. Right from the pre-school stage to higher level education, it has been observed that the Art knowledge contents have skewed away from the gate keepers‟ (Accreditation bodies) expectations and requirements in most schools today. The aim of this study is to evaluate the current art knowledge contents in the selected Universities‟ curricula in order to integrate the relevant art knowledge ingredients into the architecture curricula in southwest Nigeria. The methodology employed qualitative-content analysis on the secondary data retrieved from the curriculum of schools, Community Charrette guidelines and art-oriented pedagogic activities. The results yielded pedagogic indices from Art-based curriculum integration, Tenets from hidden curriculum, Gestalt Acculturation experiences and architectural design studio exhibitions of works. The study recommended that relevant pedagogic knowledge Art-culture content (PKC) should be integrated pragmatically into the curricula of schools to preserve the art cultures in architectural Identity and design practices of the future professionals.
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Keywords
Acculturation, Art-knowledge, Curriculum, Pedagogic integration, Teachers‟ Gestalt