How music and dance education are becoming less popular subjects in schools

Plans, he said, are in motion to enhance music and dance instruction in schools. Sorkpor stated that he has worked with the Commission for Technical and Vocational Education and Training (CTVET) to design instructional materials for dance and music.

“I recently completed a project for CTVET in which we created music and dance education materials for classroom use. It is educational content with learning objectives, and I even wrote something about drumming—traditional drumming, instrument kinds and names, and how it should be played.”

In addition, Sorkpor pointed out that teachers require ongoing encouragement and acknowledgment since “in all of this, they forget that these are some of the activities that will engage their brains.”

He emphasized that stakeholders should make arts education a year-round priority, saying, “It’s all about awareness. Waiting till March is not necessary. Few people interact with professors, and it is in March that our culture really shines. They stop caring once the month has gone.”

Sorkpor emphasized the need to take early action to advance arts instruction and guarantee instructors’ acknowledgment and assistance.

“By prioritizing the arts in schools and valuing the expertise of instructors, Ghana can preserve its cultural heritage and foster the holistic development of its youth.”