Doctoral Degrees (Visual Arts)
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Browsing Doctoral Degrees (Visual Arts) by Subject "Art -- Education"
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- ItemRe-imagining learning and teaching art: exploring embodied mark-making with foundation phase student teachers at Cape Peninsula University of Technology(Stellenbosch : Stellenbosch University, 2024-03 ) Meiring, Jacoba Johanna; Costandius, Elmarie; Perold-Bull, Karolien; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Art.ENGLISH ABSTRACT: Prescriptive methodologies have become normative in everyday classroom learning and teaching and lead to the need for certain outcomes in Visual Art education that favour teaching how to produce end products over exploration and experimental on with process work. Low levels of exposure to Visual Art by generalist student teachers in the B.Ed. foundation phase (FP) programmes during their own schooling, and the dense Life Skills curriculum in the Curriculum Assessment Policy Statements (CAPS) in South Africa, of which the Creative Arts form part, pose challenges for teacher education programmes, and for practising teachers. The central aim of this research was to address these challenges by implementing embodied arts-based experiences for student teachers, thus facilitating a different approach to learning and teaching Visual Art in the FP and contributing to a more socially just education environment. The Covid-19 pandemic necessitated moving the five practical arts-based interventions that were central to this research online. This transition had limitatations, but brought valuable insights into addressing disembodied learning and teaching practices in a virtual classroom setting. The study utilised arts-based research (ABR) to explore alternative approaches to learning and teaching. It challenged traditional human-centred and knowledge-based research methodologies, emphasising the interplay of ethics, ontology and knowledge, and engaging the researcher as integral to the ethical, ontological and epistemological processes of the research. This implied that I had to embrace the uncertainties posed by the pandemic and embody the practical changes I wanted to address through this research. Through mark-making, anarchiving and diffraction, this research disrupted the conventional focus on representative art education embracing interdisciplinary concepts, thus highlighting the interconnections among decolonial, posthuman and new material ideas whilst fostering opportunities for embodied sensory exploration. The findings show that embodied processes and relational techniques like mark-making promote contextualised, subjective learning, addressing the lack of body knowledge in arts-based practice. Capitalising on learners’ and teachers’ subjectvities and inherent creativity through open-ended arts-based processes focused on embodied atunement provided relational awareness and meaningful, embodied connections to new knowledge, addressing the current focus on disembodied learning and teaching. Shifting the focus from the assessment of content, skills or aesthetics in artmaking to developing methodologies for including sensory intelligence as a skill in terms of how student teachers relate to content in full body-mind awareness is a way to address normative prescriptive and disembodied methodologies. It includes cultivating the skills of reading, tracing and acting on embodied knowledge through arts-based processes. Over time, teacher commitment to gradually enable learners/students and themselves to develop embodied and relational atunement could assist in a beter understanding of how the body-mind entangles with human and nonhuman others in learning and teaching new content. The material-force conceptual framework developed from these insights offers arts-based praxis a way to work affirmatively in such atunement to the content-methodology and product-process divide, whilst including learner/student voices in learning and teaching. The philosophies of embodiment, relationality and process ontology should underlie all learning and teaching. Ways to apply the framework across disciplines and integrated with arts-based practice warrant further research.