International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Edward Opoku¹ and Peter Obeng²
¹Department of Creative Arts, Berekum College of Education, Ghana
²Department of Creative Arts, Offinso College of Education, Ghana
Abstract: This research looked at the relevance of Akan traditional games in the primary school curriculum at Asotwe community. The study was undertaken to identify, and describe the traditional games of Asotwe community on the basis of rules that governed them, facilities used, their significance to the individuals and the community as well as the socio-cultural settings within which they are performed. The researcher selected two primary schools at Asotwe community in the Ejisu Municipality for the study. The researchers used qualitative method approach and implemented the case study. Data were collected and analysed with the help of interviews and observation as research instruments. Seventeen (17) Akan traditional folk-games were collected through qualitative method approach and applied the case study strategy. Participants of ten (10) pupils, six teachers, and four (4) PTA/SMC were identified and interviewed. The games were sampled through purposive sampling techniques. The study revealed that traditional games were vital in encouraging desired skills, attitudes and values, improving physical fitness and health, as sources of fun, recreation and relaxation, traditions and cultures were reinforced and preserved. It was also concluded that children in the selected schools perform most traditional games and they learn them from their peers and from the environment in which they grow up. Arising from these findings, it is recommended that possible efforts need to be made to by the teachers and other agencies in charge of education to document, revive and popularise these traditional to be used in the basic school classroom. The researchers also recommended that some traditional games could be integrated into the formal programs of teaching and learning.
Key words: Curriculum, assumptions, transmission, folktales, pedagogy
Category: Music Business
I. INTRODUCTION
It is widely believed and acknowledged that culture defines and lays foundation for any given society. Man is a product of culture as societies have used different cultural elements to address different problems for their survival. Schein (1985) shares …that; culture is the basic assumptions and beliefs that are shared by members of an organisation. These assumptions and beliefs are learned responses to a group’s problems of survival on its external environment and problems of internal integration. Schein further points out that, these basic assumptions and beliefs are not to be taken for granted because they solve those problems repeatedly and reliably, hence considered valid and, therefore, have to be taught to new