JORIND 13(2) December, 2015. ISSN 1596-8303. www.transcampus.org/journal; www.ajol.info/journals/jorind VISUAL ARTS AND PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS: A PANACEA TO YOUTH RESTIVENESS IN BORNO STATE Yunusa Mohammed, Esther Mazila and Bello Usman Amsami Department of Fine Arts, University of Maiduguri, Maiduguri Abstract This research examined how learning of Visual Arts can be a solution to youth restiveness and reduce disaster risk in Borno State. In an effort to concretize this study, Descriptive and Survey Research design was adopted. Ten (10) senior secondary schools out of the thirteen (13) that were found to be offering Visual Arts programme were selected for the study. Two hundred (200) students and ten (10) art teachers from the ten (10) senior secondary schools were sampled through random sampling technique for the study. Two (2) instruments Questionnaire and Achievement Test were used in generating data for the study. Correlation Coefficient Relationship and percentage from the Statistical Product and Service Solutions (SPSS) (Andrew, 2003) were used to analyze the data obtained. The findings showed that: (i) there is high Correlation between Visual Arts and performance of students (ii) Art teachers were found qualified but inadequate as their numerical number cannot go round every senior secondary school. (iii) Art teachers used appropriate teaching methods in teaching Visual Arts. There is little or no disaster reduction in the society because not all senior secondary schools offer visual arts as such the result is youth restiveness in Borno State. Recommendations were proffered as follows: In-service training for Art teachers, research in to local art materials by studio artists, art educators in tertiary institutions. Organizing sensitization programmes on the significance of visual arts to the individual students and the society as a disaster risk reduction amongst Borno State youth. Keywords:Fine art, school performance, restiveness, youth Introduction Art is as old as man on earth and the method of transmitting its knowledge was/is through apprenticeship method of teaching. According to Chukuegu (2010), the formal teaching of Arts and Crafts in Nigerian schools began about 1923 when AinaOnabolu started his teaching career in Lagos. Before then, traditional arts and crafts were practiced for decades because of their contribution to the social and cultural life of the society. Olorukooba (2002; 2006) and Eisner, (2002) point to the important role of Arts and Crafts as means of communication and source of disseminating information in a society. They also assist learners in developing the ability to make self-evaluation as well as train learners who want to become professional artists; (NPE, 2007). However, the achievement of these desirable objectives has often not been realized mainly because of the poor execution of the Visual Arts programme and the inherent problems in the Ministry of Education in Borno State. Statement of the problem The poor attitudes and lack of seriousness of students in learning Visual Arts, lack of adequate and qualified art teachers and teaching materials have long been recognized by the researcher. This study is therefore centered on the effect of Visual arts programme on the performance of students as disaster risk reduction in our communities in Borno State. Literature review The basic purpose of literature remains constant, therefore, literature review provides a context for the research, justify the research, and ensure that the research has not been done before or it is not just a replication of study. It will also illustrate how the subject had been studied previously, highlight flaws in previous research. Theoretical framework This study was anchored on Stufflebeam’s (2001 and 2002) According to Stufflebeam (2001 and 2002) there are context evaluation, as well as input, process, and product evaluation (CIPP). Similarly, Gatawa (2011) suggest that curriculum evaluation may be in three ways: i. as the process of describing and judging an educational programme or subject; ii. as the process of comparing a student’s performance with behaviourally stated objectives, iii. as the process of defining, obtaining and using relevant information for decision-making purposes.