Students found in Senior High Schools located in the cities are faced with the difficulty of not having any foreknowledge on most of the practices involved in either obtaining a pelt or its treatment. This is largely due to the fact that treated leather is exposed to the leather work students in the cities. As such, the students are not previewed to the production processes of leather. Owing to this, leather work teachers in the city are also seriously challenged in getting to build on student’s relevant previous knowledge. In order to use the Flipped Classroom model salvage this difficulty, we adopted both qualitative and quantitative research methods and instruments to elicit the needed data from a target population of 55 respondents comprising one head of Visual Arts Department, 2 Leatherwork teachers and 52 second year students with interview, observation, and questionnaire administration to examine teaching and learning of leather work in a selected public Senior High Schools in Kumasi metropolis. It was revealed that the flipped classroom model facilitates communication between the teachers and students and aided in the provision of an easy access to information which has sort to promote the use of data and real-world applications to enhance the teaching of theoretical and new lessons. This has also aided in the provision of an easy access to information which has sort to promote the use of data and real-world applications to enhance the teaching of theoretical and new lessons. The results of this study suggest beneficial effects of implementing the flipped classroom model for the teaching of all practically related art subjects
