A diffractive analysis of a grade 10 art project conducted at the Tygerberg Art Centre situated in Parow, Cape Town
| dc.contributor.advisor | Perold-Bull, K. | en_ZA |
| dc.contributor.advisor | Costandius, E. | en_ZA |
| dc.contributor.author | Kotze, Roline | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. | en_ZA |
| dc.date.accessioned | 2017-02-03T13:43:22Z | |
| dc.date.accessioned | 2017-03-29T11:44:49Z | |
| dc.date.available | 2017-02-03T13:43:22Z | |
| dc.date.available | 2017-03-29T11:44:49Z | |
| dc.date.issued | 2017-03 | |
| dc.description | Thesis MA(VA)--Stellenbosch University, 2017. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Despite indisputable proof that humanity’s attitudes and actions towards the earth pose alarming threats to both the earth’s life-supporting systems and humanity’s future as a species, we generally seem to exhibit little evidence of any real fear of the doom that might be awaiting us. Traditionally these concerns fall within the parameters of environmental education. However, according to some theorists, current environmental education modules are failing to foster any meaningful engagement with the vast, complex, interrelated and intertwined problems facing the contemporary world. I am of the opinion that an alternative route to this end could be explored in art and art education, due to the fact that certain aspects thereof allow for open-ended exploration that may create spaces for transdisciplinary investigations. My recent introduction to posthumanist, new materialist and affective theories opened up the possibility of interesting perspectives on issues related to our being (and doing) in the world, as they encompass notions of our dynamically shifting bodily enmeshment with the material world and our responsibility to be accountable from where we are in our situated position. They provided me with the theoretical tools with which these issues could be explored as interrelated entities in an integrated whole. The research entailed an in depth, post-qualitative analysis of an art project that had been conducted at the Tygerberg Art Centre from April 2016 to June 2016. Diffraction was used as analytical tool to establish whether useful insights, which could fruitfully inform the development of art projects that critically examine how we as humans live in relation to the earth’s systems and other life forms, might be revealed. The main aim of the study was therefore to explore the role of art education as medium in facilitating critical awareness in learners of the relation of humans to all non-human others on earth. Diffraction was chosen as analytical tool for its potential to elucidate insights that might not have come to the fore if other methods were used. The study indicated that before learners will truly be concerned about the destruction of the earth, they first need to understand the materiality of their own bodies, and the latter’s intra-active co-constitution with all other matter. Yet, theorists maintain that education curricula still mostly ignore the body as site of learning. These curricula are entrenched in humanism’s dualistic thinking patterns with an inclination towards established, predetermined answers and outcomes to problematic questions, which foreclose the discovery of new possibilities. Nonetheless, I argue that, even within our present education system, art education could begin to challenge the vast constructs of humanist-based education, particularly with reference to the latter’s influences on the wider contexts of environmental education. However, in the long term, we will need education research programmes that are based on non-anthropocentric posthumanist and new materialist theories. Educators will then hopefully begin to explore ways in which curricula might be adapted to incorporate these perspectives. This, in turn, will hopefully pave the way for learners to engage more critically with humanity’s relations with the non-human other and the earth’s systems and matter(s). | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Ten spyte van onteenseglike bewyse dat die mensdom se houdings en aksies teenoor die aarde onrusbarende bedreigings inhou vir sowel die aarde se lewensonderhoudende stelsels as die mensdom se toekoms as ’n spesie, toon ons merendeels min bewyse van enige werklike vrees vir die verdoemenis wat dalk op ons wag. Tradisioneel val hierdie aangeleenthede binne die grense van omgewingsopvoeding. Sommige teoretici is egter van mening dat huidige omgewingsopvoedingmodules daarin misluk om enige betekenisvolle betrokkenheid aan te wakker by die groot, ingewikkelde, onderling-verwante en ineengeweefde probleme wat die komtemporêre wêreld in die gesig staar. Ek is van mening dat alternatiewe roetes om hierdie doelwit te bereik in kuns en kunsonderrig nagevors kan word, aangesien sekere aspekte daarvan ope ondersoek toelaat wat ruimte vir trans-dissiplinêre verkenning skep. My onlangse kennismaking met posthumanistiese, nuwe materialistiese en affektiewe teorieë het die moontlikheid van interessante perspektiewe oor ons wees (en doen en late) in die wêreld ontsluit, aangesien hulle idees omvat oor ons dinamies-veranderlike liggaamlike verwikkeling met die materiële wêreld en ons verantwoordelikheid om aanspreekbaar te wees vanuit die posisie waarin ons ons bevind. Hulle het my van die teoretiese gereedskap voorsien waarmee hierdie kwessies as ineengeweefde entiteite in ’n geïntegreerde geheel ondersoek kon word. Die navorsing het ’n diepgaande, post-kwalitatiewe ontleding behels van ’n kunsprojek wat van April 2016 tot Junie 2016 by die Tygerberg Kunssentrum uitgevoer is. Diffraksie is as ontledingsinstrument gebruik om vas te stel of nuttige insigte, wat bruikbaar sou wees vir die ontwikkeling van kunsprojekte wat kritiese ondersoek hoe ons as mense op die aarde leef met betrekking tot die aarde se stelsels en ander lewensvorme, na vore sou kom. Die hoofdoelwit van die studie was dus om die rol van kunsonderrig as medium te ondersoek vir die fasilitering van kritiese bewustheid by leerders van die mens se verhouding tot alle nie-menslike andere op aarde. Diffraksie is as ontledingsinstrument gekies weens die potensiaal wat dit bied om insigte te belig wat dalk nie met ander metodes na vore sou kom nie. Die studie het getoon dat, voordat leerders werklik besorg gaan begin voel oor die vernietiging van die aarde, hulle eers die wesenlikheid van hul eie liggame, en laasgenoemde se intra-aktiewe mede-vorming met alle ander materie, moet verstaan. Nogtans voer teoretici aan dat huidige kurrikulums steeds die liggaam as setel van leer vermy. Hierdie kurrikulums is ingegrawe in humanisme se dualistiese denkpatrone met ’n neiging tot vasgestelde, voorafbepaalde antwoorde en uitkomste op problematiese vrae, wat die ontdekking van nuwe moontlikhede uitsluit. Nietemin voer ek aan dat kunsonderrig tog, selfs in die huidige opvoedingstelsel, ’n geskikte medium vir aanslae op die reuse-strukture van humanisties-gebaseerde onderrig kan wees, spesifiek met verwysing na lassgenoemde se invloede op die breër kontekste van omgewingsopvoeding. Op die lang duur benodig ons egter navorsingsprogramme in die opvoedkunde wat gegrond is op die nie-mensgesentreerde teorieë van posthumanistisme en nuwe materialisme. Opvoeders sal dan hopelik begin om maniere te ondersoek waarop kurrikulums aangepas kan word om hierdie perspektiewe te inkorporeer. Dit sal hopelik, op sy beurt, die weg baan vir leerders om meer krities om te gaan met die mensdom se verhoudings met en houdings teenoor die nie-menslike en die aarde se stelsels en materie. | af_ZA |
| dc.format.extent | 163 pages : illustrations | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/100906 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Art as humanist-based education | en_ZA |
| dc.subject | Post-qualitative analysis of an art project | en_ZA |
| dc.subject | Art education | en_ZA |
| dc.subject | Environmental education | en_ZA |
| dc.subject | Art project -- Diffractive analysis | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | A diffractive analysis of a grade 10 art project conducted at the Tygerberg Art Centre situated in Parow, Cape Town | en_ZA |
| dc.type | Thesis | en_ZA |