Elaine Browne.pdf - Nelson Mandela Metropolitan University

Sub‐theme 2.3: Specialisation essential
It was clear that all respondents regarded this learning area as highly specialised. They felt that
it should be acknowledged and treated as such. Unfortunately, their experiences are that “Arts
and Culture is becoming the dumping ground of all schools and the children are left idle”. The
teachers were however clearly aware of the importance of this learning area and felt that more
could be done to assist the learners to realise their artistic potential and develop as holistic
human beings. One respondent felt that, “... if you could pick up that child and you hand him
the resources and you have a specialised person, that child can really be boosted ... and become
a South African artist, for the new era”. Another teacher concurred that “but we do not cater
for them. And if we have a specialist we will, we will pick them up”. In this regard, the teachers
felt that the situation can be resolved: “Hulle moet mense inkry wat bevoeg is om al die kunste
te onderrig 18 ”. One teacher revered the past: “ek voel hulle moet ‘n specialist inbring soos in die
ou dae ... dan gaan die kind darem daarby baat” 19 .
Sub‐theme 2.4: Commitment and co‐operation
Despite their despondency and apparent awareness of their lack of ability to teach the arts
effectively, many of the respondents expressed a willingness to confront the challenges related
to the implementation of this learning area collectively. One respondent explained that she had
no dance training but used to take learners for physical education during the previous
dispensation and therefore could help the learners constructing proper dance sequences.
Another teacher felt that, “Jy moet ook net probeer. Jy kan nie net gaan stil sit en sê, ek kan nie.
18 They need to employ competent people who can teach all the arts.
19 They need to bring in specialists, like in the old days, so that the learner can benefit.
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