Elaine Browne.pdf - Nelson Mandela Metropolitan University

31
that’s what we call, what is that, ... correlation, yes correlation that is what making things ... So you end up
having someone who must do everything because everything has been introduced gradually and they got ample
time to do it and and a space to do it. And the environment has got this influence on them that they do it as a
result the competition that goes with it. There is no air of competition within our kids because it doesn’t mean a
thing to them. They kind of ... The only way if, for a child to master something there must be a little bit of
competition. So If I, I don’t care even if I win this or that because I don’t even know this. How am I going to
master it? So there is no love of it, I can’t master it.
T: Another thing I want to ... Arts and Culture is devided into 4 art forms. It is dance, drama, music and Visual
Art. So I don’t think one teacher can be able to teach these four art forms. And no child can say I know all these
art forms you know (U: And master them.) One couldn’t dance, another one drama et cetera, et cetera. I think
that is another thing they must look at, to me. Or special ...
U: Or no one knows a thing about them all, but does happen.
V: You know whenever you suppose to give marks, I just multiply that 25 by 4 to get 100 and whenever what I
have done, when we make a mask, I am going to multiply by ... to make it 100. So I, I am cheeting, this Arts and
Culture. I am not doing this properly. That is not proper teaching. The learners must do something by
themselves, not just push them and gave, gave them marks.They must, even when they play a game, they must
bring arts ... arts materials everything, even do this thing, I know I am going to give out of 25, I must assess this
child in Arts.
U: And give the true reflection of the thing
Elaine: So the assessment is not really working?
U: Right enough, if someone love, like I love music and I, I’ve been singing, I’ve been dancing like when I was
doing art at school, well I did those things. But at tertiary level when I, I was been trained as a teacher there
wasn’t much that was been done. I knew, its only music that was done and for only one year. I was doing it for 3
years but for only one year that I did music and the other 2 years were sport. So if this music, yes I know the
music, I want to do it but where am going to get whatever to do it to the children like if only I’m, like even
today. I’ve got short breath, I’m old, I am 45 years, I am short breath, I can’t sing to the children so they can take
my voice and do it and imitate it because if they can, they can go on asking where’s the rest of your voice?
Elaine: Now when you teach Arts and Culture, do the children respect you or do they know you don’t really
know or how do you feel about that?
U: Our learners first, they respect you as a teacher. They listen to you and they will do what you ask them to do
for example. I was doing this, a colour‐in and they was very exciting to do this painting and they were doing it
properly because I know a little bit and I got paint and brushes and they were keen to do that. But others and I
would say, let’s go outside and do dancing, they enjoy that oh, especially when you do dancing or ...