Visual Art Paper 1, Nov/Dec. 2010  
Questions: 1 2 3 4 5 6 7 8 Main
General Comments


The apparent weaknesses of candidates were noted as follows:
(l) Improper Utilization of Answer Booklets
Some candidates answered questions on a particular page and jumped to other pages without exhausting the previous page, leaving blank pages in- between. This affected their scores negatively.
(2)Confusing Responses
Candidates manifested confusion in some of their responses. In spite of the clearity of the rubrics, some candidates listed functions where they were expected to make cO!llparison.
(3) Illogical Presentatiori of Points
Candidates were unable to articulate their points coherently. Points were mixed up illogicaly, perhaps due to confusion engendered by inadequate preparati on.
(4) Limited Scope ofKnowJedge
Candidates' knowledge was apparently limited to Nigerian Art, and not much was seemed to have been learnt on West African, European and Oriental Art, even when they are stipulated in the Curriculum and also in
the syllabus. For example, some candidates interpreted Oceanic art as "art done on the ocean".
Suggested Remedies
(1) Candidates should get themselves acquainted with the proper use of answer booklets in examinations.
(2)Candidates should make efforts to improve their understanding and use of the English Language. This would help them greatly in understanding the requirements of each question and in presenting their points logically and coherently.
(3)Qualified art teachers who are well grounded in both the theoritical (general knowledge In art / art history) and practical aspects of art should be appointed in schools. This will reduce over concentration on the practical aspects to the detriment of the equally important general knowledge in art and art history.
(4) Candidates should ensure that they make adequate preparation for the examination. Efforts should be made to learn more about West African Art as weIJ as European and Oriental Art, as stipulated in the syllabus.

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