Traditional Art History Education in Cameroon: Critical analysis of School Programs

The content of the Art History component in the General Knowledge in Arts offered at various Primary, Secondary and High Schools in Cameroon is largely of foreign art histories at the expense of the histories of Cameroon indigenous arts which are shallowly presented in the teaching syllabus. This makes the students appreciate more of the artistic cultural heritage of foreign countries making them lacking in the historical knowledge of their own rich African indigenous arts that identifies them as a people. A critical analysis of the content of the General Knowledge in Art subject proves contrary. This study therefore investigates the role of traditional arts history in effectively telling the history of the people when embedded in the curriculum. Data was gathered from primary and secondary sources by way of interviews, administration of questionnaire, as well as non-participant observation under the theoretical and qualitative research approaches. The case study design under the qualitative research approach was used for the research. This method involves the making of careful inquiry, critical analysis or investigation and examination seeking the facts of a case or an issue etc. with the aim of obtaining reliable facts to help correct, verify, devise, improve and reevaluate policies, decisions, attitudes and knowledge.

Keywords: Cameroon indigenous art, Art history, Curriculum, General knowledge in arts.