Visual Art Paper 1 ,May/June 2013  
Questions: 1 2 3 4 5 6 7 8 Main
General Comments


The following are some of the weaknesses noticeable in the candidates’ scripts:

(1) Inadequate knowledge of art history The problem of candidates’ meagre knowledge of art history is becoming persistent. Candidates often demonstrate lack of knowledge of any art tradition outside Nigeria. Most of the candidates avoided question 3, where they were requested to write on the origin, medium, features, forms and function of Fon art. Question 7 requested candidates to state the belief underlying Pre-historic art, the art forms and the medium used, but candidates’ responses to this question manifested a complete lack of knowledge on it.

(2) Deviation from the requirements of questions This is also becoming a constant inadequacy among candidates. In question 3, where candidates were expected to give a brief explanation on the reason why Ife art is referred to as court art. Rather than give the expected response, most candidates described the existence of Ori-Olokun and Oranmiyan staff in Ile-Ife. These were completely outside the requirements of the question. In question 1, where candidates were expected to highlight the ways in which emphasis can be created in a composition, candidates dwelt on composition in English Language instead of composition in visual art.

(3) Illogical presentation of points Some candidates as usual, could not organise their points comprehensibly. In most cases, responses were disorderly and illogical, evidently as a result of inadequate preparation.

(4) Inappropriate use of answer booklet Proper use of answer booklet is also posing a challenge to candidates. A good number of them wrote their responses to the same question on different pages without any indication of such. Some others also answered two or more questions on the same page. These are unacceptable by every standard, as candidates were expected to answer a new question on a fresh page in the answer booklet.


The following are some of the actions necessary in tackling the abovementioned inadequacies:

(1) Improved Knowledge of art history Teachers’ overconcentration on the practical aspects of visual art is unwholesome and detrimental to the overall development of knowledge in the subject. The history of art is as important as the practical aspect, since it is critical for visual artists to be able to articulate the content of their art forms, as well as its context (background). In view of this, it is imperative for teachers to make concerted efforts on grasping the theory (including the history) of art and to also impart this knowledge to the students. The WASSCE syllabus for Visual art stipulates that candidates will be assessed, not only in the practical areas, but also in the theoretical aspects such as General knowledge in Art and the history of West African Art, Western and Oriental art. Thus, it is only appropriate for teachers to be encouraged to sufficiently combine these areas with the practical aspects before entering their students for examination of WASSCE standard

. (2) Improved understanding of English Language Candidates should make effort on improving their understanding and use of the English Language. This will enable them to comprehend the requirements of questions, as it will also facilitate logical expression and coherent presentation of points. They can approach this by devoting quality time to reading books, novels, journals, etc.

(3) Appropriate orientation on examination ethics Authorities of schools should ensure that sufficient orientation is given to candidates on examination principles. The proper approach to documentation of information on examination is an area where candidates are apparently deficient. The use of examination materials such as the answer booklet is an area where this deficiency manifests greatly among candidates in Nigeria. Therefore, it is appropriate for school authorities to ensure that students are given sufficient orientation on this before any major examination


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