Browsing by Author "Hofmeyr, Elizabeth Lona"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    A case study investigating creative teaching strategies inspired by Waldorf education at a public high school in the Western Cape
    (Stellenbosch : Stellenbosch University, 2020-12) Hofmeyr, Elizabeth Lona; Costandius, Elmarie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH ABSTRACT: As a Visual Arts and Design educator, with eight years of public school teaching experience of engaging with and implementing the CAPS curriculum, I noticed how often learners struggled with the theory component of the two subjects, Visual Arts and Design. It became evident that some learners favoured the practical component of the two subjects and saw the theory component as wearisome and/or trivial. As an educator, I wanted to find other teaching approaches focused on more creative and effective teaching as well as empowering my learners to become more motivated and excited about their own learning. After finding inspiration in Rudolf Steiner’s philosophy of Waldorf education, I decided to embark on a research project that would implement Waldorf’s teaching strategies in my classroom at a public high school. This research explored creative teaching strategies used in Waldorf schools and the possible incorporation of these teaching strategies, such as the ‘Main Lesson Book’ strategy, in a public high school in the Western Cape, South Africa. The aim of this study was to identify elements of the Waldorf education system which could be used to improve teaching methods at public high schools in order to enhance the learning experience and success of learners with different learning styles and needs, whilst staying within the CAPS framework. The theoretical point of departure for this study was the Curriculum Assessment Policy Statements (CAPS) and the Waldorf education system. Rudolf Steiner, the founder of Waldorf education, was the main theorist for this study. Further research was done on theorists such as Dewey, Vygotsky, Piaget and Freire to identify the similarities and differences between their philosophies to CAPS and Steiner’s philosophies on education. A qualitative case study was conducted with an interpretive approach. A purposive sample of eighteen learners, between the ages of fifteen and sixteen, was used for this study. The main source of data collection was the learners’ theory lesson books, a questionnaire based on their experience creating ‘Main Lesson Books’ for Visual Arts theory and my own reflections and observations as a teacher. Inductive content analysis was used to examine the qualitative data collected in order to clarify how the learners experienced the process. Approval for this research project was given by all relevant parties and it was treated ethically. An inductive content analysis was used to determine the main themes for this research study. A possible risk to the validity of the qualitative research might exist due to the fact that I am not a trained Waldorf teacher and that I purely applied the strategies I researched and observed whilst observing the Waldorf teachers during a school visit. The findings of the case study revealed that after implementing the Waldorf teaching strategies, there was an improvement in learners’ attitude towards learning and the theory component in Visual Arts. The teaching strategies followed during this project proved to have a positive affect on the majority of the participating learners and they benefited from this experience. Through the process it became evident that it was possible to use Waldorf-inspired teaching strategies in a public high school if the strategies are adapted to fit within the CAPS framework and the public school lesson structures.