INTRODUCTION
In this article, you would be privileged to know and have understanding the strategies of freehand cutting in sewing. This piece is a continuation chapter one, that is Introduction to Freehand Cutting. Continue reading.
This chapter presents the review of related literature that supports the study. It covers the following sub- headings;
a. The concept of freehand cutting
b. Lack of understanding in freehand cutting
c. Strategies to enable understanding of freehand cutting
d. Ways to develop interest of learners
THE CONCEPT OF FREEHAND CUTTING
According to Charway (2002), as an integral part of its plan for economic recovery through the education of the youth for work, the government of Ghana initiated the 1987 Education Reform Programme (ERP) to reverse the decline in the education system. It was agreed that providing vocational education at the secondary school level would equip students with skills for paid and self-employment.
Consequently, technical vocational training became an integral part of the secondary education system in Ghana. Clothing and textiles which is part of the home economics programme is among the TVET programmes introduced at the secondary school level.
Forster and Ampong (2012) indicated that the clothing and textiles training programmes in Ghanaian schools are expected to develop students’ competencies in designing, pattern making and garment cutting, assembling and finishing of garments.
Therefore, students who are not able to gain knowledge and skills in any of the aspects indicated are likely to find it difficult to gain employment in the garment industry or become self-employed which is the main aim for the introduction of the programme.
The pattern making methods taught in Ghanaian Schools include Draping, Drafting and cutting directly on the fabric termed freehand cutting (Forster & Ampong, 2012).
In the freehand cutting method, the design is cut straight from the fabric without using any elaborate patterns (Foster & Adamptey, 2009).
The JHS syllabus for clothing and textiles produced by the Ministry of Education (2010) indicates that during the teaching and learning of freehand cutting, teachers are to demonstrate how to cut a sleeveless top to students and then supervise students to cut a similar top with the method, first using paper and do same on fabric.
To make sure students practice freehand cutting, the syllabus suggests that each student should complete the garment he/she cuts for evaluation. The theory content relating to freehand in the JHS syllabus (2010) deals with what freehand cutting is, its advantages and disadvantages.
In terms of pattern making, the JHS syllabus expects students to be taught for theory the importance of pattern making, types of patterns, types of commercial patterns, methods of making patterns and pattern symbols.
For practical skills in pattern making, students are to gain knowledge in drafting the following basic blocks – bodice, skirt, torso and shirt. They are also to adapt the basic blocks for the following details – princess line, horizontal yokes, dress blocks, simple shirt collar and A-line skirt.
However, research has shown that freehand cutting is the most common method of cutting out used by the small-scale industry in Ghana (Fianu & Zentey, 2000), but very little of it is taught at the tertiary level (Foster & Ampong, 2012). Meanwhile, it is at the tertiary level that teachers are trained to teach all levels of education in Ghana (Foster & Ampong, 2012).
One would then wonder how these trained teachers would be able to impact knowledge on freehand cutting to their students and if pattern making which is known to be well taught at the tertiary levels is well impacted to students at the JHS levels in Ghana.
Therefore, this research work aimed at assessing and enhancing the current state of the teaching of freehand cutting for garment construction at the JHS levels in Ghana.
LACK OF UNDERSTANDING IN FREEHAND CUTTING
The teachers make use of not only one, but various forms of teaching-learning materials within the classroom setting. When they are making use of them, they ensure that students are able to feel pleasurable and get motivated towards learning.
Therefore, students develop interest and enthusiasm, and develop motivation towards learning (Onche, 2014). This informs that freehand cutting should be taught using concrete materials other than a mere theory which will help learners to grasp the imparting knowledge.
Through TLMs, the learners are not only able to acquire an efficient understanding of the academic concepts, but the teachers also assist and support them in the augmentation of psycho-motor, cognitive and intellectual development.
As a development of these aspects is regarded as essential for promoting effective decision-making processes and rational thinking (Udosen, 2011). Learners lack of understanding in the topic can be ascribed to abstractness in teaching the topic and a poor teaching techniques.
STRATEGIES TO ENABLE UNDERSTANDING OF LEARNERS
Enabling of understanding of learners has a bearing on learners’ understanding of a particular concept. Below are some examples of views from school of thought.
According to laud and Chales (2003) demonstration is the method in which the teacher displays certain objects and action in the class so as to teach a particular concept.
This helps the learners to observe and practice what the teacher has with or without coaching. Demonstration method comes in two types that is Method demonstration and Result demonstration.
In the current trend in education, activity method is the mode through which a child is helped to use his or her manipulative skills to learn and understand concept without difficulties (Majorie, 2005). The activity-oriented approach is child centered and involves experimental, project problem solving, guide and discovery methods.
WAYS TO DEVELOP INTEREST OF LEARNERS IN A LESSON
Teaching and Learning Materials are materials used during the teaching and learning process to enhance learners’ understanding.
The major significance of teaching-learning materials is recognized within the classroom environment by providing support and assistance to the educators with the presentation and transmission of educational content and the achievement of educational objectives (Ibe-Bassey, 2012).
The teaching-learning materials are put into practice by the educators with the primary objectives of imparting learning among students regarding the academic concepts and enabling them to achieve their goals and objectives. The significance of teaching-learning materials is usually recognized in terms of five aspects (Kimago, 2011).
These are student motivation, developing creativity, evoking prior knowledge, encouraging the processes of interpreting, understanding, organizing, and amalgamating the educational content, logical thinking, reasoning, and communication, and contributing to the development of different skills, values, and attitudes among students, and enabling them to acquire an efficient understanding of the academic concepts.
The teaching-learning materials are defined as the instruments of presentations and transmission of the prescribed educational material (Busljeta, 2013).
The teaching-learning materials can be differentiated in terms of various characteristics that are apparent at first glance. When these are used in different classroom environments, then the students are required to possess various skills. For instance, when they are making use of technology to prepare their assignments, reports, or projects, then they need to acquire efficient knowledge (Makombe et al., 2010).
In the field of didactic theory, as well as in teaching practice, the classification of teaching-learning materials into visual, auditory, and audio-visual is universally acknowledged (Busljeta, 2013).
Furthermore, the educators, as well as the students, need to possess effective communication skills, especially when they are making use of any teaching-learning materials. When the educators will be able to communicate effectively, then they would facilitate understanding among students.
Whereas, when students augment their communication skills, then they will be able to acquire an efficient understanding of the academic concepts. The educators and the students need to collaborate in the development of teaching-learning materials (Obasi, 2008)
Finally, M.O.E {2003}, pages 42-43 states that when teaching and learning materials are used, they help focus learners’ attention and interest in the particular concept being taught.
From the above thoughts, the researcher strongly ascertained that Teaching and Learning Materials help in relating abstraction to concreteness. They also encourage verbal and written expressions i.e., they form a foundation upon which the learners can take a sure position to apply his/her learning to other areas of learning.
The Role of Teaching-Learning Resources (TLR)
The primary functions of teaching-learning materials are to motivate students’ acquisition of education. Teachers to provide assistance and support to the learners to achieve academic outcomes primarily use these.
The major objectives have been stated as follows:
Motivate Learners; The teachers make use of not only one, but various forms of teaching-learning materials within the classroom setting. When they are making use of them, they ensure that students are able to feel pleasurable and get motivated towards learning. Therefore, students develop interest and enthusiasm, and develop motivation towards learning (Onche, 2014).
Development of Knowledge and Skills among Teachers; Through the implementation of teaching-learning methods in an effectual manner, the teachers are able to develop their knowledge and skills.
They can generate awareness, regarding how to make use of this knowledge in performing their job duties well. They need to make use of these skills and knowledge in the achievement of educational objectives (Owoeye, 2011).
Facilitate Holistic Learning: Through TLRs, the learners are not only able to acquire an efficient understanding of the academic concepts, but the teachers also assist and support them in the augmentation of psycho-motor, cognitive and intellectual development. As a development of these aspects is regarded as essential for promoting effective decision-making processes and rational thinking (Udosen, 2011).
Help in Organizing Classroom Teaching: The teachers are able to generate awareness in terms of the implementation of lesson plans and concepts.
When they are appropriately using teaching-learning methods, then they can plan and organize the teaching methods too within the classroom. In addition, they can generate awareness in terms of concepts (URT, 2010).
About what other authors said about the importance of teaching and learning materials, the researcher, therefore, wants to design a teaching and learning material to help the Basic eight learners of Abor R/C Basic School to understand the topic (Freehand cutting).
SUMMARY OF THE CHAPTER
The chapter talked about the literature review. It was identified that little knowledge in topic, lack of motivation and poor teaching technique amount to learners inability to understand the concept.
It was realized that before learners can overcome their difficulties, they need to be taken through the concept with enough motivation to enhance their understanding. There should be concrete materials for learners to interact with for easily understanding of the concept.
Bact to Chapter One
Forward to Chapter Three
SOURCE: bbcpulse.com