Elaine Browne.pdf - Nelson Mandela Metropolitan University

next period you have a different class. It is a whole hassle en laat staan maar, ek gaan dit nie
doen nie 22 ”. Another respondent complained that “you cannot do that because you got to jump
from English to the next period. You’ve got to clean up and you’ve got another subject and
there’s no time to erase that again”.
Sub‐theme 3.3: Resources and teaching materials
In order to realise the outcomes of the Arts and Culture learning area, schools need to be well
equipped with a range of resources. Ideally, learners need to engage with visual art activities in
a spacious room, furnished with proper tables. They need to have access to running water and
basins, and have secure storage for paint, clay, drawing materials and so forth. For music, dance
and drama activities, teachers also require spacious venues. In addition, they require music
instruments, CDs, and CD/DVD players.
During the interviews it became clear that such venues and resources do not exist. Dance and
drama activities often happen on the sports grounds. On rainy days, desks are moved to the
back of the classroom to provide some space for movement and drama activities. Visual art
activities are done on the landing outside the classroom. Resources for music and visual art
activities were minimal, if not non‐existent, and of poor quality. One teacher commented that
“die verf wat die Departement aan ons verskaf is ‘n baie swak kwaliteit, dit hou nie eers op die
papier nie, dit val af 23 ” and another remarked that “things like paints ... that stuff ... and
brushes are scarce”. The fact that the schools were not equipped with proper tables hampered
22 Leave it, I am not going to do it.
23 The paint supplied by the Department of Education is of poor quality. It does not last on paper.
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