Exploring matric art students’ interpretation of the art curriculum and the socio-political implications of the topic issue at three independent schools in Gauteng
Date
2016-03
Authors
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Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH SUMMARY: This research focused on the experiences and perceptions of 21 matric art students from three
independent schools in Gauteng, and the socio-political implications of their given topic for the
year 2015. This study is based on the notion that it is the responsibility of art education not only
to allow emotional freedom in constructing individual realities, but also to teach structured
expression and awareness of underlying socio-political structures through critical engagement.
The aim of this research was to explore how matric art students critically engage with the given
topic, the influence of their core personality features and subsequent reactions to the curriculum
requirements. The research sought to discover new contributions to theories within art education
about the critical awareness of art students as well as to provide record of 2015’s independent
schools’ matric art students’ experience and some of their art-related ideas about their social
environments. The research was designed according to an inductive approach, and used
grounded theory as an analytical framework that involved a case study design of one-on-one
interviews that were transcribed and coded into overarching themes. The first, topic
interpretation and critical engagement, explored the ability of the art students to negotiate
through different spheres of social life. Students in general demonstrated a lack of socio-political
insight into issues relating to the given topic, choosing rather to interpret them in more obvious
ways. The second theme explored how core personality features heavily influenced their
formulation of ideas for artworks and even influenced them in lifestyle choices. The presence of
the hidden curriculum was indicated as well, as deviation is discouraged both in inner and outer
expressions. The third theme considered how curriculum reactions ranged from complete
acceptance to being somewhat frustrated at the constricting schedule. The final theme explored
how the role of the teacher allows for either freedom to develop critical skills or for students to
become dependent on overly involved guidance. It is argued that the responsibility of the teacher
is to allow for co-construction, and the ability to know knowledge better and more fully in order to
dismantle previous social power relations. Art education is rigorously linked to its students and
so current expectations and interpretations of it could benefit future construction of curriculums
to more fully prepare students for tertiary education, and even for participation in society as
citizens themselves. This study therefore contributed to art education theory on the perspectives
of independent schools’ matric art students, suggesting that critical training is lacking at present
and that, in future, it could possibly benefit society, as education shapes the future potential of
these students.
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Description
Thesis (MA)--Stellenbosch University, 2016.
Keywords
Art -- Study and teaching, Critical Citizenship, Topic Interpretation, Art -- Social aspects, Art -- Political aspects, UCTD, Education -- Aims and objectives, Citizenship -- Study and teaching (Secondary) -- South Africa