At later stages, art and craft required more than just painting and drawing, but creativity, planning, design and patience.
Introduction of drawing competitions among pupils acted as an extrinsic motivation to pay keen attention to the art of drawing, painting and designing while borrowing heavily from the environment. The most important thing was to communicate through various paintings and molding. A distinction was only attained through the uniqueness and application of basic arts and craft skills to attain originality in all projects of arts (Craft et al., 2007).
Art and craft were taught basing on age and grade level. For instance, at lower elementary school level, pupils were tested on the ability to identify different art tools such as colours and use their psychomotor skills to create pictures as well as models according to instructions of the teacher. However, at a higher level, most art and craft lessons required use creativity, planning, accuracy and speed to come up with drawings and models that exhibited maturity and concrete expression of ideas. It was expected of the pupils to apply all the basics of arts and craft in every activity. Grading was done for pupils at the same level basing on their abilities to express their concepts through art in the most comprehensive and original manner using the available resource
Art and craft goes beyond decoration of ideas and environment to imparting lifelong skill that a child will always find useful through his or her experience. Although the prime purpose of art and craft is to facilitate learning of various disciplines in school, so many benefits come along. Most of these benefits become part of the life of a child through adulthood (Craft et al., 2007). For instance, art and craft, promote life skills such as; visual-processing abilities such as pattern identification, spatial rotation and discovering of