Elaine Browne.pdf - Nelson Mandela Metropolitan University

Conclusion
This chapter provided an illuminating response to the central research question, which aimed
to ascertain the experiences of Intermediate Phase teachers who are responsible for arts
education in previously disadvantaged schools. It was clear that, despite their profound
awareness of the unique advantages of arts education for the learners, several impediments
hampered the successful attainment of its value. The obstacles highlighted by the teachers
were the curriculum itself, teaching and learning environments that are not conducive for arts
education, and unsatisfactory involvement of the Department of Education.
The data unfortunately confirm the recent views of Bloch (2009), Chisholm (2009), Dada et al.
(2009) and Taylor (2009) with regard to the sustained poor quality of education, including arts
education (Herbst et al, 2005), in South Africa’s previously disadvantaged schools. It also raises
very serious questions about the ability of these teachers to organise systematic learning in the
arts, according to the basic requirements as put forward by Morrow (2007), Shulman (2004),
Andrews (2004), Van Papendorp and Friedman (1997), Fleming (1997) and Elliott (1995), as
discussed in chapter two, due to their lack of pedagogical content knowledge.
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