The purpose of this study was to find out the content knowledge achievement of teacher trainees who are taught practical topics in visual arts using project method of teaching and those who are not. The study employed analytical survey design. The study targeted 3-year diploma in basic education colleges of education students in second year offering visual arts as an elective and visual arts lecturers in colleges of education in Ghana. The sample size for the study was 122 (115 students and 7 lecturers). The instruments used for data collection were questionnaire and interview guide. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The result of H0 1 indicated that there is significant difference in content knowledge achievements between the teacher trainees who were taught using project method and those who were not. H0 2 revealed that practical activities teacher trainees offering visual arts are exposed to through the project method of teaching has a positive relationship on their content knowledge achievements. It was found out that teacher trainees who were taught practical topics in visual arts using project method of teaching acquire new and adequate content knowledge than those taught using other methods of teaching. The study recommended that lecturers teaching visual arts should employ protect method in teaching practical component of the syllabi. Teacher trainees studying visual arts should be motivated to undertake project works that would enable them to acquire relevant skills needed to effectively handle the creative arts and basic design and technology subjects at the basic level of education in Ghana.

The donning of academical costumes during academic ceremonies in universities and other tertiary institutions has a long history. The practice which has become the status quo was the preserve of university education until other tertiary institutions adapted it. Sharing close ties with university education, the academical costumes by its gradation, is used to indicate the social hierarchy, academic disciplines, faculty or department of wearers. To ensure strict compliance of academic costumes politics, many universities worldwide have initiated policies guiding the use of the costumes in academic ceremonies. The culture of wearing the costumes in academic functions was greatly influenced by ecclesiastical dress of the mediaeval clergy (apparel.com 2007). The adaptation of the costumes in formal school education, especially, in universities carry both denotative and connotative signification in the academic circles. It stands for the knowledge acquired and its appropriation for the society and the nation at large.

Festivals are regarded as one of the most important elements in the formation of culture. This means that in order for a town to accomplish its cultural development goals, the festival should be a focal point. The Battor Traditional Area celebrates the Hogbe festival to commemorate their escape from Notsie, Togo, to their current abodes in Ghana's Volta Region. The paper seeks to identify and describe the design elements and principles that contribute to the festival's success and pageantry. The study employed qualitative research, using Hogbe festival as a case study. The qualitative research was used for the study because it allowed for detailed description of events of the festival and facilitated close interactions between the researchers and the participants in their natural settings. Thirty-five (35) participants were purposively chosen, and data were collected using a semi-structured interviews, field notes, photography, and participant and non-participant observations. According to the results, the inhabitants of the locality profited through social, cultural, economic, political and spiritual means as a result of their commitments to this cultural heritage. The art forms on display, the appearance, and understanding of the celebration's socio-cultural significance were among the observations conducted.  The findings also indicated that, throughout the festival's celebration, the chiefs' procession and entourage display line, space, colour, variety, rhythm, line, dominance, and unity among others.  It is recommended that the Battor Traditional Council, Hogbe planning committee, the North Tongu District Assembly, business community in the area, creative art industry, Ghana Tourism Authority, civil society organizations, and the general public should maintain the various activities that characterize the celebration in order to bring about beauty, appreciation and preservation of cultural heritage for the study area.

The purpose of this study was to investigate Ghana senior high school textile teachers' instructional approaches and students' practical skills acquisition. The study employed a cross-sectional survey design. The study targeted senior high school textile teachers, graduates and heads of visual arts department in Ghana senior high schools. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). The study employed a questionnaire, document analysis, an interview guide and non-participant observation as research instruments for data collection. The findings of the study indicated that the textile training curriculum has enough practical components to equip learners with employable skills. The study also found out that most textile teachers used teacher-centred instructional methods of teaching such as lecture and whole class discussion methods than hands-on instructional methods such as demonstration, project method, field trip, learning by doing, and work-based learning. The study recommended that textile teachers should be encouraged to always use hands-on instructional approaches such as demonstration, project method and fieldtrip. Work-based (industrial attachment) which is not part of Ghana senior high schools textile system should be introduced into the curriculum.

The aim of this study was to investigate the colleges of education graduates academic achievements in visual arts and their subject matter competency for quality delivering of primary schools creative arts curriculum in Ghana. The study employed cross-sectional survey design. The study targeted visual arts lecturers and graduates of colleges of education. The sample size for the study was 241 (5 lecturers & 236 graduates). The instruments used for data collection were questionnaire and interview guide. The findings of H0 1 indicated that colleges of education graduates academic achievements in visual arts have no relationship with their subject matter competency for quality delivering of primary schools creative arts curriculum. The results of H0 2 revealed that teaching and learning resources have positive relationship with the quality delivering of primary schools creative arts curriculum. The study revealed that colleges of education graduates academic achievements in visual arts do not reflect their subject matter competency for quality delivering of the primary school creative arts curriculum. The study also found out that teaching and learning resources were not available for quality delivering of primary schools creative arts curriculum. The study recommended that Ghana Education Service should liaise with visual arts units in colleges of education to periodically organise workshops and seminars for primary school teachers to enhance their subject matter competency. The study also recommended that government should supply creative arts textbooks, modern visual arts teaching and learning resources and tools and materials lacking in primary schools to promote effective teaching and learning of creative arts.