Omission of Area of Specialisation in Ghanaian Senior High School Visual Art Curriculum: Its Implications

Abstract

This study examines the omission of areas of specialisation in the newly introduced Senior High School (SHS) Visual Arts curriculum in Ghana and its implications for teachers and students. Historically, art education in Ghana emphasised “hand and eye” training, later evolving to incorporate creativity, cultural awareness, and nation-building values. However, the current NaCCA curriculum emphasises broad competencies in design thinking, communication, and digital literacy, with limited provision for the eight specialised disciplines in art. Using a convergent parallel design, the study employed document analysis of the SHS Visual Arts curriculum, semi-structured interviews with sixteen Visual Arts teachers across Ghana’s sixteen regions and an online questionnaire. Thematic and one-way ANOVA analysis revealed key challenges, including restricted subject offerings, misalignment of teacher specialisation and deployment, inadequate infrastructure, and limited professional development opportunities. Teachers reported that the absence of specialisation reduces student engagement, creativity, and preparedness for higher education and professional careers. The findings highlight systemic inequalities, where well-resourced schools benefit more than rural ones. The study concludes that the omission of specialisation undermines teaching quality and learning outcomes. It recommends curriculum reforms, equitable resource distribution, and targeted teacher training to ensure depth of expertise and foster the holistic development of Ghanaian art students, and the inclusion of available options later in the final year of study for learners.