Elaine Browne.pdf - Nelson Mandela Metropolitan University

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Prof Delport: And at your school? 3 C: We do the drama. When you do a thing from the TV, they enjoy that, characters, whatever. They enjoy the characters and the story. They do dramatize the story. Prof Delport: Do you do that in the Arts and Culture period or do you do that in the language or other learning areas? C: …. They sometimes do it from listening to a story. Prof Delport: So you say as because of the TV they know the terms? C: They know the characters, the prompts and more ... Prof Delport: Sissy (everybody spoke together, laughing) D: We like to dramatize. They always like it. Prof Delport: Do you do it in the Arts and Culture period? D: We like to do it in the English period. Prof Delport: OK, so you also do it in the English. So are you doing it during the English period? D: Ja B: But the problem that I get from those learners. Like the remark that the lady has made is that when they read about something and then you ask them to do it, to act on that they would love to use their own language. They don’t want to use the English language. Prof Delport: Then what do you do? Do you allow them to use their own language? B: Yes I even allow them, but it doen’t mean that I am going to assess on that. Prof Delport: Now that you’re talking about assess, how do you experience the assessment of Arts and Culture? Is it difficult, is it easy? Do you do it? B: We do it. A: Yes we do, yes we do. And sometimes when they do a project like, ah, like ... I group them. I assess them as a group. We do group assessment a lot. But individual assessment, I don’t think is quite easy. Prof Delport: And how do the learners perform? Do they get good marks or bad marks in Art? Are you lenient or are you strict? Is it easy to fail somebody in Arts and Culture? B: No it is not easy. Even if you get some shyness from them, but they do their best just to get those marks.
C: Some of them are good, drawing, making a mask. They make something neat. 4 Prof Delport: Ok, so, so am I right if I conclude that if they’re bad in drama they will be good in art? So they will eventually get good marks? A: Some people come up …. C: ….. A: I think group working is helping a lot. Prof Delport: So for this subject in particular? A: Yes Prof Delport: Anything else you want to share with us regarding your experiences? How did you feel when the school principal said you must do Arts and Culture? A: I am so ... It is not the most liked. It is not the most liked by teachers. Prof Delport: Why not? A: I am not quite sure, maybe teachers have got fears of that, I cannot draw. How can you say to the children “draw” cause I cannot draw. Those fears that the teachers says I cannot draw a picture of myself but I want the children to draw. You see but I am not a good drawer as well, I am not an Artist but I do like arts in that , I do like to perform, I like, I cannot sing but I can perform ….. but I can direct them for whatever I want them to do. May be ... I cannot say I like arts but because I have to because if there is nobody, I will have to. Prof Delport: Why did you get it? Why did the principal … A: (Laughing) I think ….. a little bit of artist in me, not that much. C: ….. I am not good in some of it ….. but I try to improve it. Prof Delport: And you sissy. How did you feel when the school principal said ….. D: The first day, I felt bad, not good, with some of it, but I have to do it, so I try. Prof Delport: Do you enjoy it? D: I am enjoying it. Prof Delport: Why are you enjoying it? D: Hmm ...Because some part are ... Prof Delport: Say in IsiXhosa (She speaks Xhosa)
Page 1 and 2:
THE IMPLEMENTATION OF THE ARTS AND
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CHAPTER 3 - Research design and met
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ABSTRACT Inherent to post‐aparthe
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Introduction Chapter 1 Orientation
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(DoE 1997, 21). Hence, the aim is t
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(Rogan & Grayson 2003, 1174). A sig
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significant difference between teac
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A critical observation by Christie
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All school management teams, as wel
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This particular research study was
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Introduction Chapter 2 Literature r
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4. The teacher, as a scholar, resea
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systematic learning, requires an ex
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others, we are constantly re‐eval
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Educational philosophies In the Sou
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Curriculum structure Each learning
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encourage progression, as it requir
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successfully to the learners. In ad
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previously mentioned note values. B
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should be known. Visual art related
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activities and solve musical proble
Page 43 and 44:
creative thinking, social interacti
Page 45 and 46:
Another key characteristic of Afric
Page 47 and 48:
(Wanyama 2006, 24). In this regard,
Page 49 and 50:
Introduction Chapter 3 Research des
Page 51 and 52: 2008, 14; Bless, Higson‐Smith & K
Page 53 and 54: use of this kind of interview in ca
Page 55 and 56: egarding the implementation of the
Page 57 and 58: Data collection and analysis Data c
Page 59 and 60: Trustworthiness In qualitative rese
Page 61 and 62: assessment, I don’t think ... is
Page 63 and 64: the curriculum did not provide suff
Page 65 and 66: that is just one small section of t
Page 67 and 68: it ends up you do all four discipli
Page 69 and 70: Jy moet ook jou hand uitstrek en pr
Page 71 and 72: next period you have a different cl
Page 73 and 74: They dump it. If you got a free per
Page 75 and 76: en dit is moeilik vir hulle om eksa
Page 77 and 78: away from the normal class setup. T
Page 79 and 80: to teach the arts without proper ma
Page 81 and 82: Conclusion This chapter provided an
Page 83 and 84: disadvantaged schools are predomina
Page 85 and 86: Recommendations Based on the main c
Page 87 and 88: activities to learners. Arts materi
Page 89 and 90: Bibliography Agawu, K. 2003. Repres
Page 91 and 92: Cross, M., Mungadi, R. & Rouhani, S
Page 93 and 94: Grau, A. 2005. When the Landscape b
Page 95 and 96: McMillan, J.H. & Schumacher, S. 200
Page 97 and 98: Rogan, M.R. 2007. An uncertain harv
Page 99 and 100: Weeks, J. 1990. The value of differ
Page 101: Prof Delport: So do I gather that t
Page 105 and 106: B: They enjoy because it is now rel
Page 107 and 108: 8 Pedro taught us how to play and a
Page 109 and 110: 10 the kids must experience a a som
Page 111 and 112: Elaine: Yes you are lucky at this s
Page 113 and 114: 14 we’regoing to see a big change
Page 115 and 116: 16 hulle ons so in die bos gegooi h
Page 117 and 118: 18 K: Wat baie gaan help in terms o
Page 119 and 120: 20 Music, I don’t have a clue. We
Page 121 and 122: Elaine: En jy gee workshops? 22 O:
Page 123 and 124: 24 word, vir drama moet da punte ui
Page 125 and 126: 26 om maar ‘n plan te maak om goe
Page 127 and 128: 28 Q: Die talent is daar, maar soos
Page 129 and 130: 30 T: I, I think learners can enjoy
Page 131 and 132: 32 T: They like to dance, they like
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