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Most tertiary institutions in Nigeria and elsewhere offer visual arts either as an independent discipline or as a corollary to other courses, especially Education. Visual art is a specialized area and probably requires talented pupils and students to study them. In most cases, visual art is stratified into branches and these separate branches are handled by experts in such areas. This stratification includes graphics, painting, textiles, ceramics, sculpture, fashion, art history and art education, these various areas are subsequently grouped into fine and applied arts. Those that fall within the gamut of fine arts are painting, sculpture and art history whereas graphics, textiles, fashion and ceramics are in the domain of applied arts or industrial design. Drawing or draftsmanship falls within the area of fine arts but is also an important aspect of all other branches. This stratification is done as a result of their functionalities; however, the teaching of these various areas is not without their attendant problems which stem from the students, the teachers, the parents, the institutions and the government. The methodologies used in the teaching of these various aspects of visual art are the same because of the peculiarity of the course.  The main objective of this study is to compartmentalize and analyze these problems to find lasting solutions to them. The method employed in carrying out this research is both pedagogical, descriptive and quasi-survey, whereas, in the end, it was found that the problems associated with the effective teaching of visual art in tertiary institutions are multi-faceted and probable solutions were proffered. Conclusions were drawn and it was recommended among others that all courses in tertiary institutions should be provided with adequate learning materials.


Tertiary Institutions Education Visual Art Methodology Problems

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How to Cite
Osaigbovo, F. O., & Osaigbovo, T. U. (2023). Teaching and learning Visual Arts In Nigerian Tertiary Institutions: Problems and Solutions. Benin Journal of Educational Studies, 28(1), 62–70. Retrieved from