Browsing by Author "McDonald, Sharne"

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    Tactile revelations: investigating adult critical citizenship education in an informal art class context
    (Stellenbosch : Stellenbosch University, 2023-03) McDonald, Sharne; Costandius, Elmarie; Alexander, Neeske; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH ABSTRACT: In formal education, more emphasis is being placed on presented facts and perceived performance than on critical, lateral thinking, the creative application of knowledge and materials, and making mistakes as a learning activity. What I am suggesting is that we have become out of practice with imagining new realities through the manipulation of tangible media like graphite, paint, clay and paper. Informal art education provides a space for the creative manipulation of materials without the pressure of achieving high marks. Critical citizenship education is concerned with creating new social realities that are more inclusive and equitable in a globalising world. The research presented in this thesis investigates the potential relationship between informal art classes and critical citizenship education for broadening people’s perceptions of the world. This study attempted to answer the research question: How do adult participants experience critical citizenship education in an informal art class context? I elaborate on some of the core concepts in critical citizenship education, namely transformation and pluralism, and discuss educational theories on motivation and confidence to learn, adult (or lifelong) learning and transformative learning. Perspectives of drawing, painting, clay sculpture and origami illustrate the value of informal art lessons in teaching pluralism. The research design is a case study centred around informal art classes facilitated on Saturdays that attracted a range of informal learners who had their own motivations for attending art classes. The classes covered fundamental lessons in drawing, painting, clay sculpture and origami and participants were asked to answer three questions after each lesson as self-reflection exercises. The participants’ responses, together with visual artworks produced at the classes and in-depth structured interviews, provided data for investigating the potential relationship between critical citizenship principles and art education. Participants’ experiences varied, but a common thread was observed: the adult learners who participated in this study recognised the value of interacting with and learning from others and the applicability of art techniques to principles of everyday life. Participants faced uncomfortable situations, experienced personal growth and were further motivated by feelings of accomplishment. The research and art curriculum that was developed from this study has the potential to contribute further to the study of practical applications of critical citizenship education, specifically in informal art class environments. Its application is potentially revolutionary, as formal art education can only reach certain demographic groups at school or tertiary-level education, whereas informal learning has a much broader reach. This is especially important in the current South African context where transformation strategies have not been as successful as hoped in formal education. The curriculum that I developed may also be used by teachers as an aid to supplement or enrich current art curricula (with further development).