Elaine Browne.pdf - Nelson Mandela Metropolitan University

should be known. Visual art related concepts like ‘line’, ‘content’, ‘shape’, ‘texture’, ‘form’,
‘pattern’, ‘artefacts’, ‘collages’, ‘model‐making’, ‘clay work’, ‘geometric shapes’ and ‘two and
three dimensional forms’ need to be fully conceptualised by the teacher in order to enable
learners to reach the envisaged outcomes by means of meaningful visual arts activities.
In essence, the teacher should be able to convey the meaning and practical application of the
above‐mentioned elements and techniques to the learners, so that they can explore and
represent these in their art works. Fundamental knowledge and skills in terms of the mixing of
primary, secondary and tertiary colours as well as a comprehensive knowledge of styles and
techniques in a variety of cultural art works is of utmost importance. In grade six, for example,
the learner is expected to combine all these art forms when producing a puppet show based on
an African tale. The grade six learner is expected to make the puppet, compose the music for
the puppet show as well as choreograph movements for puppets (DoE 2002a, 49).
The ‘competent’ Arts and Culture teacher
For the purposes of this study, it is now important to reflect on and discuss the notion of a
‘competent’ Arts and Culture teacher in the Intermediate Phase in South African schools.
Andrews (2004, 79) focuses on the virtues of a good visual arts teacher. This author argues that
the quality of visual art experiences largely depends on the expertise of the teacher, because it
is the teacher who prepares the art materials and determines the art activity. Andrews (ibid, 82)
accordingly identifies the requisite knowledge, skills and values required of a competent
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