Elaine Browne.pdf - Nelson Mandela Metropolitan University

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implementation of a complex and specialised learning area such as Arts and Culture, specifically in schools that were disadvantaged as a result of apartheid education. 14
Introduction Chapter 2 Literature review Motshekga, current Minister of Education, stated unambiguously that South Africa urgently needs “dedicated, inspired teaching” (2009, 3). As such, she reiterated that teachers are the key change agents to the realisation of improved quality education in South Africa. Pudi (2006, 100) also sees teachers as the central change agents enabling educational transformation. Fullan (1991, 117) agrees, asserting that the success of educational change largely “depends on what teachers do and think” [own emphasis]. However, in order to be a successful change agent, the teacher needs to understand the change, be part of it and support it. Hence, the teacher, as change agent, needs to embrace the change and engage with it. Fullan (1991, 117) as well as Onwu and Mogari (2004, 161) thus highlight a fundamental prerequisite for successful educational change, namely competent teachers, who possess solid content knowledge and are confident about their ability to facilitate teaching and learning in the classroom. In this chapter, the notion of a competent teacher will be discussed, not only in general terms, but also more particularly, as pertaining to arts education. In order to do so, I will also provide insight into the unique nature of this learning area. 15
Page 1 and 2: THE IMPLEMENTATION OF THE ARTS AND
Page 3 and 4: CHAPTER 3 - Research design and met
Page 5 and 6: ABSTRACT Inherent to post‐aparthe
Page 7 and 8: Introduction Chapter 1 Orientation
Page 9 and 10: (DoE 1997, 21). Hence, the aim is t
Page 11 and 12: (Rogan & Grayson 2003, 1174). A sig
Page 13 and 14: significant difference between teac
Page 15 and 16: A critical observation by Christie
Page 17 and 18: All school management teams, as wel
Page 19: This particular research study was
Page 23 and 24: 4. The teacher, as a scholar, resea
Page 25 and 26: systematic learning, requires an ex
Page 27 and 28: others, we are constantly re‐eval
Page 29 and 30: Educational philosophies In the Sou
Page 31 and 32: Curriculum structure Each learning
Page 33 and 34: encourage progression, as it requir
Page 35 and 36: successfully to the learners. In ad
Page 37 and 38: previously mentioned note values. B
Page 39 and 40: should be known. Visual art related
Page 41 and 42: 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
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next period you have a different cl
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They dump it. If you got a free per
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en dit is moeilik vir hulle om eksa
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away from the normal class setup. T
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to teach the arts without proper ma
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Conclusion This chapter provided an
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disadvantaged schools are predomina
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Recommendations Based on the main c
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activities to learners. Arts materi
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Bibliography Agawu, K. 2003. Repres
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Cross, M., Mungadi, R. & Rouhani, S
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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
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Prof Delport: So do I gather that t
Page 103 and 104:
C: Some of them are good, drawing,
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B: They enjoy because it is now rel
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8 Pedro taught us how to play and a
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10 the kids must experience a a som
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Elaine: Yes you are lucky at this s
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14 we’regoing to see a big change
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16 hulle ons so in die bos gegooi h
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18 K: Wat baie gaan help in terms o
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20 Music, I don’t have a clue. We
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Elaine: En jy gee workshops? 22 O:
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24 word, vir drama moet da punte ui
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26 om maar ‘n plan te maak om goe
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28 Q: Die talent is daar, maar soos
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30 T: I, I think learners can enjoy
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32 T: They like to dance, they like
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