Exploring the teaching of sculpture in selected lower secondary schools in Kiyunga Town Council (Luuka District)

Abstract

The study explored the teaching of sculpture in two selected lower secondary schools in Kiyunga Town Council, Luuka District, focused on examining the methods of teaching sculpture, establishing the challenges and examining the strategies to improve the teaching of sculpture. Prompted by lack of focus on sculpture, potentially limiting learners' skills in sculpture. The study was based on three objectives examining the methods of teaching sculpture, establishing the challenges and examining the strategies to improve the teaching of sculpture. The study employed qualitative research approach using case study and was anchored on Bandura's Social Learning theory (SLT) which posits on the role of observational learning, modeling, reinforcement, and cognitive processes in sculpture instruction. Data was collected from two purposively selected lower secondary schools, two headtechers, four art teachers and twenty-four sculpture learners. Data collection methods included observation of art classroom lessons, Interviews with Art teachers and Head teachers, focus group discussions with sculpture learners, and document analysis. The thematic analysis was used to analyze data The findings from the field study revealed that art teachers focused on demonstration, practical engagement, and theory integration to develop learners’ hands-on skills. Besides art teachers faced challenges of limited lesson time, inadequate materials, lack of hands-on training, inadequate resources, and insufficient studio spaces as cited by teachers. The combining formal instruction with peer-led learning, grouping learners by skill level, and fostering cooperative projects, involving parents, seeking additional funding, and using digital tools like 3D modeling to address resource limitations. The study therefore concluded that sculpture teaching in lower secondary schools promotes greatly learners hands-on skills. It recommended that the Ministry of Education and the curriculum development center organize retooling sessions for sculpture teachers. Standard guidelines and requirements for teaching methods should be established to ensure hands-on practice. Teachers should collaborate to support each other, and administrators should monitor hands-on sessions to ensure effectiveness. More time should be allocated to sculpture classes, and schools should prioritize proper storage and dedicated spaces for practical sessions