the endangered subject of quality visual art education

Georina Westraadt

The endangered subject of quality Visual Art education

AbstractQuality and meaningful Visual Art education provides opportunities for learning and holistic development to all children at school. Research projects in this regard highlight the problems that teachers experience in this field. The contribution of higher education in the training of educators to provide for teachers in Visual Art education is important. Curricula of four local and one overseas university for the BEd training in the Arts are compared and discussed. The importance of literacy and numeracy at school level is not disregarded, but the fact that visual literacy is an important part of being literate is emphasised. The current shortage of well-trained Visual Art educators is a challenge. Overcoming this challenge will provide all members of future generations in schools with the learning opportunities that are available through quality Visual Art education. The impact of several reviews of the South African Educational system and the effect thereof on Visual Art education are discussed.

Keywords: quality Visual Art, learning opportunities, teacher training, primary education, curricula, visual literacy, case study research, educational change, curriculum review

Georina Westraadt, Cape Peninsula University of Technology. E-mail: [email protected].

South African Journal of Childhood Education | 2011 1(2): 158-192 | ISSN: 2223-7674 |© UJ

Westraadt – The endangered subject of quality Visual Art education

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IntroductionQuality and meaningful Visual Arts education provides numerous opportunities for learning and holistic development to all children at school. It is an important tool for rich and varied learning. In many schools the teaching of Visual Art poses problems and challenges to teachers.

The impact of three reviews during the past decade of the curriculum for South African schools by the Department of Education (DoE) has placed pressure on the quality of Visual Arts education. Higher Education Institutions (HEIs) are to provide for the training of Visual Arts teachers to teach quality Art education to all learners in schools.

BackgroundWith a new government ruling since 1994 a new National Curriculum (C2005) replaced the former curriculum rooted in Outcomes Based Education (OBE). It soon became clear that this curriculum was unsuccessful and it was reviewed by a task team appointed by the minister of education. A revised curriculum called the Revised National Curriculum Statement (RNCS) was adopted in schools in 2002. As part of this curriculum Visual Art was grouped under the learning area Arts and Culture. Arts and Culture was one of eight learning areas forming the compulsory programmes in the General Education and Training Band (primary schooling).

A new minister of education announced in 2008 in parliament that C2005 had to be reviewed again as poor school exit level results and outcomes of several research projects revealed dismal performance in literacy and numeracy of children in South African schools.

A task team conducted the review and tabled a report in 2009. A new National Curriculum was drafted in September 2010, to be implemented and phased-in from 2012 onwards. Teachers in South African schools are facing the third curriculum review in one decade.

C2005 and Art education in the primary schoolApproximately 80% of teachers currently in practice in South African schools did not have formal training in OBE. Teachers already in the field at the inception of C2005 were retrained during school holidays to enable them to follow the new curriculum. It was widely expressed that the short training sessions offered during school holidays were not adequate (Rademeyer, 2009, p. 8).

For the Intermediate Phase (Grades 4-6) the one-week of compulsory training in OBE was offered to teachers prior to the introduction and implementation of the new curriculum. The first half of this training was dedicated to the principles of OBE, and the second half of the week was learning area specific. Generalist teachers in the primary school had to choose which learning area training sessions they would attend.

SAJCE– September 2011

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Teachers who selected to receive training in the Arts and Culture learning area were not necessarily the teachers who eventually taught the integrated four disciplines, namely Dance, Drama, Music and Visual Art as this learning area was generally bestowed on teachers not for their interest, skill or expertise, but for their free periods on the timetables. Launched in April 1997, C2005, instead of heralding a brighter educational future for all, brought educators into a quagmire of poorly understood curricular dreams and promises that were almost impossible to fulfil in a regular classroom (Johnson, 2007, p. 2).

Although huge amounts of money had been spent on implementing the then new curriculum, school visits have indicated that lesson planning was superficial, and because teachers did not have subject discipline knowledge, they were not able to make assessment judgments (Western Cape Education Department: Tradeworld reference Ed 15236). In many of the so-called under-achieving schools identified by the Western Cape Education Department Arts and Culture was not offered at all.

Several projects have been offered by various non-government organisations and by the Western Cape Education Department Directorate for Curriculum Development, for in-service training in Arts and Culture, especially with regards to the ‘specific pathways’ for the Senior Phase (Grades 7-9) and ‘focus schools’ for Arts and Culture. These were presented as workshops and planning sessions. Unfortunately, several of these projects were not accessible for all educators, while a number of teachers, who have attended, reported that their teaching of Arts and Culture hardly improved through attendance of the workshops (Johnson, 2007, p. 5).

During 2008 available funding was implemented by the Western Cape Education Department to improve the quality of Arts education for under-achieving schools in the rural areas by offering skills building workshops (Western Cape Education Department: Tradeworld Reference ED 15236). The main need in the Intermediate Phase learning area, Arts and Culture, was the training of teachers to implement the curriculum. The vast majority of teachers did not have a background in the Arts, whereas some may have background or talent in only one of the four Art forms, namely Dance, Drama, Music or Visual Art.

Whenever there is change, there seems to be uncertainty. There are similarities in the uncertainties that are presently experienced in Arts education in South Africa, the UK, Australia and the USA. Various publications address concerns amongst Arts educators pertaining to good practice after a curriculum review. Uncertainty leads to problems amongst practitioners. General problems that are reported are the lack of specialised teachers and funds, and a lack of vision and knowledge of the educational potential of the Arts. Teachers in the UK comment on their vulnerability in teaching Art and the little time allocated to Art teaching, leading to slow development in the expressive subjects (Jolley et al., 2004, p. 562). Snow et al. (2005, p. 18) explore the lack of an intellectual framework for teachers and administrators in the USA to explain the importance of the subject. In addition, there is a lack of confidence that teachers experience in teaching the subject. Low teaching morale, financial cutbacks and over-


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sized groups with little resources are problems that are experienced in schools in Australia (Wright, 2003, p. 29). Educators have much to learn in presenting Art and its cultural diversity. Advisory materials are often limited, especially for non-Western modes of analysis. The real world of Art and Visual culture is about challenging and questioning and it often runs against the grain of generalist teachers. Arts educators have much to learn in terms of how they present Art, and its cultural diversity, to their pupils and students (Hatton, 2003, p. 362, 367).

A case study research project was conducted in the Western Cape during 2006. The purpose of the study was to investigate how and if Visual Art offered opportunities for learning in the primary schools selected for the case studies.

Case study research During 2006, case studies were conducted in schools in the Western Cape Province to investigate the facilitation of learning opportunities through Visual Art.

The methodology for this study suggested a purposive sampling of quality rich cases. Four schools were selected after consultation with the subject advisor for Arts and Culture at the Educational Management District Council for the Wine land region, as well as adjudicators for the children’s Art section of the Tygerberg Eisteddfod. Close proximity to the Wellington Campus was a consideration for selection.

The findings after the case study visits can be briefly summed up as follows:

Three of the four cases visited

Experienced, specialist-trained Arts educators were employed to teach Visual Art. In one case there were two Visual Arts educators, one for Foundation Phase and the other for Intermediate/Senior Phase. Every learner in these three cases participated in Visual Art activities for two periods (one hour), per cycle. Learners could participate in extra-curricular Visual Arts programmes after school hours as well.

The evidence documented for these three cases provided evidence of a rich variety of learning opportunities: Multi-literacy was addressed, visual learning occurred, and aural learning was evident. The introduction of every new project started with an explanation and sometimes the demonstration of a technique, thus combining the visual and the aural. Several projects provided kinaesthetic experiences due to the variety of media. Although the majority of the work in these cases dealt with the creation of artwork, visual literacy was addressed by the fact that, apart from the practical work, Art appreciation was done in the form of assignments and there was some evidence of work in reflection and appreciation. Intra-personal, interpersonal and spiritual intelligences were shaped by the experiences. Mathematical intelligence was utilised.

The different ways in which children learn was observed. All of the projects allowed for individual thinking patterns. The logical-mathematical, interpersonal, intra-personal


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and naturalistic, as well as spatial intelligences benefitted from these experiences and individual learning styles were encouraged.

In the three cases mentioned above, the National Curriculum Statement for C2005 was used as a guideline only. The Art forms (Drama, Dance, Music and Visual Art) were offered discreetly, not integrated, with evidence of Visual Art and Music on the timetable. Visual Art projects were linked with general class work as far as the topics concerned.

No prescriptive manuals or publications were used, as the educators were confident and experienced in their field of teaching. The teachers were comfortable and co-operative with the researcher in their classrooms.

The other case

The teachers were responsible for the Arts and Culture of their own class. They were all generalist teachers, with no specialist training. Although there was an Art room at the school, Art lessons were conducted in their own classrooms, thus not using that facility. The timetable allowed for two separate Arts and Culture periods (35 minutes each) a week for all classes. Some teachers were uncomfortable with the researcher in their classrooms, and in one instance refused to accommodate the researcher although prior arrangements were made. Case study visits had to be cancelled twice because teachers were using the Arts and Culture periods to catch up on other work. During the lessons visited, no attention was given to shape, size, colours, line, composition and the other elements of Art. No appreciation or study of aesthetics was done in this case.

From this evidence it could be concluded that the richest variety of learning opportunities through Visual Art occurred in cases where Arts educators were well qualified, confident and specialists in their field. In these cases Visual Art was taught in the traditional way under the guise that the National Curriculum Statement (NCS) was followed.

In the cases where generalist class teachers who have been re-trained during the sessions offered by the Western Cape Education Department were responsible for the teaching of Visual Art, the opportunities for learning were not rich and varied, and in fact, seldom facilitated (Westraadt, 2007, p. 104).

More studies that focussed on the teachers in primary schools and their experience of the teaching of Visual Art as part of the learning area Arts and Culture were conducted and are discussed briefly in the following section.

Studies taking the situation of teachers in schools in accountIn a study undertaken by Ms Sandy Johnson, senior lecturer in Arts education at Cape Peninsula University of Technology, the implementation of the Arts and Culture policy document in primary schools in the Cape Peninsula was investigated. Findings of questionnaires were coded and analysed, and then this information was used to devise an open-ended interview with four teachers who were specifically selected


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for their difference in educational sites, undergraduate training and their experience. They were asked to give a narrative account of their teaching duties, the way in which they have implemented the Arts and Culture curriculum, and their responses to this new curriculum.

Although the majority of the respondents stated that their schools taught Arts and Culture according to policy, further investigation revealed that not all of these teachers had read the documents, and that a large majority of those who claimed to have read the documents could not understand them. They were, thus, only partly able to implement them. Almost all needed assistance with understanding and implementing the principles of integration. In the Arts and Culture learning area, where children should be taught to think, to problem-solve, to value and to create, they were limited by the technical rationality of their educators. There was often a tired educator, trained to be a generalist, and battling to cope, with only two hours a week allocated for the four disciplines of the Arts and Culture curriculum. On top of that there were also the other seven learning areas, which had to be dealt with (Johnson, 2007, p. 6).

Curriculum review 2009

The problems that are experienced in the teaching of Arts and Culture can be applied generally to the other learning areas as well. These problems were evident when The South African Consortium for Monitoring Educational Quality conducted the “Third International Mathematics and Science Study”, testing more than 500 000 learners in 45 countries in Mathematics and Science. South African learners had the lowest average scores of any country on the continent. A “Progress in Reading Literacy Study” as well as “Monitoring Learning Achievement” carried out with Grade 4-learners in 400 primary schools in 18 African countries proved that South African learners proved to be amongst the lowest scoring in the world (Education Handbook, 2009, p. 90-91). The abovementioned tests were done in 2003, 2004, 2006 and 2008. Although there was a slight improvement, South African schools were still underperforming in literacy and mathematics when compared to other nations (Bloch, 2009, p. 66). When Parliament opened in 2009 the new minister of basic education announced that a task team had been appointed to investigate the situation in schools pertaining to the teaching of the school curriculum.

Everybody involved with education in South Africa expected a review of the curriculum in schools. The task team that was appointed by the minister of basic education investigated the nature of the challenges and problems experienced in the implementation of C2005. The panel reviewed documents and conducted interviews with teachers and unions from all nine provinces. A report from the task team was tabled in October 2009. In this report changes were recommended. These changes were widely communicated and are to be implemented within a five-year plan in three phases from 2011 to 2014. The ultimate goal of the review is to improve teaching and learning, to relieve teachers of the administrative burden of the present system and to


164

consolidate the curriculum into a set of coherent documents per subject (Final Report, 2009, p. 16, 27).

Curriculum review and Arts education

Curriculum 2005 (C2005) was launched in March 1997 and implemented in phases per grades from 1998. This curriculum was reviewed in 2000 and replaced by the Revised National Curriculum Statement (RNCS) in 2002. According to the revised curriculum, Arts and Culture were to be one of eight compulsory learning areas from Grade R-9. Arts and Culture include Dance, Drama, Music and Visual Art, as well as comprehensive knowledge of the diverse cultures of South Africa.

The RNCS for C2005 offered opportunity for learning through the Arts and about the Arts. Practical work, as well as appreciation (reflecting) and visual literacy were possible through the learning outcomes. Art forms of various cultures were to be studied (Western Cape Provincial Arts and Culture Task Group, 1995, p. 9-11). During the initial planning by the Western Cape Provincial Arts and Culture Task Group, Gardner’s (1983) theory of multiple intelligences, which makes provision for multiple ways of learning and knowledge acquisition, was a source. The kind of learner that was envisaged was one with values, a lifelong learner who would be confident, independent, literate, numerate, multi-skilled and compassionate, with respect for the environment and the ability to participate in society (RCNS, 2002, p. 3). The studies that were conducted at schools proved that this ideal was only achieved in isolated cases.

The final report presented by the review task team in October 2009 proposed major changes with regards to Arts and Culture. In the Foundation Phase the subject Arts and Crafts replaces the naming of the learning area Arts and Culture. This subject forms part of the learning programme, General Studies, and is allocated two hours teaching time per week. In the Intermediate Phase Arts and Culture is replaced with Creative Art, forming part of General Studies and allocated two hours per week teaching time. It is also suggested that the generic integrated attempts of the current curriculum should be replaced by more distinct focus on Drama, Dance, Music and Visual Art (Final Report, 2009, p. 42-44). The report suggests that outcomes should be replaced with content, concepts and skills that are most appropriate to learning at different levels.

It is a relief to everybody involved with Arts education that our subjects are still there, because the entire review process propagates an emphasis on literacy, especially in English and Numeracy. At present bursaries awarded by the Department of Education (DoE) for teacher training are only awarded to students that choose Mathematics, Science and Technology as majors. The fear is that the Arts are often considered as an optional extra, regardless of the rich possibility for learning and acquisition of knowledge that is possible through the Arts (Rademaker, 2003, p. 17).

In his book, The Arts and the creation of Mind, Elliot Eisner writes about the Arts as a rich opportunity for learning. He describes a wide variety of possibilities for the practise and development of imagination. The total person, including intelligence,


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memory, skills and emotions can develop through Art-making. Few subjects can duplicate these experiences. The knowledge and ways of thinking that are cultivated through Arts education is seldom attained through other learning experiences. It leads to innovation and originality, which can be transferred and applied to other subjects (Eisner, 2002, p. 50). Ms M. le Roux, director for audience training at Artscape Cape Town writes about the importance of the Arts as a vehicle to transport knowledge in other subjects, in order to make knowledge more accessible and enjoyable for learners (Le Roux, 2007, p. 1).

Long ago, educators such as Dewey, Read and Lowelfeld wrote about the potential for learning that is possible through quality Visual Arts education. Hargreaves, Greene, Wright, Eisner and others, have elaborated on the undebatable learning that can occur in and through the Arts. This learning is manifested by the total development of the child (Westraadt, 2006, p. 5-8). Quality Visual Arts education provides opportunities for problem solving through experimentation and discovery, which opens unique channels for learning (Wright, 2003, p. 279). Cognitive skills that can be developed through rich and varied Arts education are organisation, problem solving, sequencing, ordering and sorting, critical analysis, planning, prediction, estimation, memory development, humour, concentration, decision making, flexibility, inventive thinking and imagination (Kear and Callaway, 2000, p. 142). Hickman, (2000, p. 147) writes about diverse forms of knowing which can include the aesthetic, scientific, interpersonal, formal and practical. These ways of knowing and learning that are possible through Visual Arts education activates the senses, intellect and emotions. It is often non-verbal and difficult to measure using conventional instruments or tests.

Human intelligence is multi-faceted and there are individual variations in learning. Arts education provides for visual, auditory, kinaesthetic, verbal and enactive modes of comprehension and can lead to higher levels of literacy (Robinson, 1993, p. 25). Visual thinking bridges the two hemispheres of the brain. Modern learners are absorbed by information that is presented visually. Visual literacy develops critical and independent thinking (Knight, 2004).

Added to the various intelligences, cultural background and the frame of reference of learners are also vastly different. Culture can play an important role in learning style. Arts education provides opportunity for the development of individual thinking. This contributes to respect for diversity and prevents stereotyping. Critical and creative thinking, alertness, openness, and acceptance of others are of the qualities that can be attained (Greene, 1995, p. 179). The Arts provide an environment and opportunity that empowers diverse learners to participate in activities which develop observation and expression (Kear et al., 2000, p. 135).

There are concerns amongst Arts education practitioners about the effect of yet another review and the impact the changes might have on the quality of Visual Arts education.


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Change is upon us once again

As mentioned in the beginning of this paper, C2005 has been reviewed and major changes can be expected. A certainty is the increase of time allocated to languages, mathematics and science. This brings to mind the critique by Chapman (2004, p. 12) of the ‘No Child Left Behind Act’ of the USA as follows; the core academic subjects, previously called the three R’s (Reading, wRiting and aRithmetic) are granted most time and funding, while the Arts are often regarded as an extra, used as a bribe or reward. Wright (2003, p. 39) states that artistic modes of knowing are overlooked where the three R’s are primary.

It is clear from the report tabled by the task team that the learning area Arts and Culture will cease to exist and it seems that distinct teaching in the Art disciplines, will be re-instated (Final Report, 2009, p. 42-44). Exactly what will happen to Visual Art remains uncertain until the final policy is published. Drafts of the new policy documents were made available for comment by stakeholders in September 2010. As Visual Arts education is often on uncertain ground, a great concern for Arts educators is what will happen with the teaching of quality Visual Arts education.

In an article in the Cape Times, Le Roux (2007, p. 11) mentioned that the participation in Arts and Culture by all learners can contribute to the development of critical thinking, imaginative skills and creativity. This requires skilled Arts Educators who are able to communicate the Arts to all South African learners. Ms Le Roux stresses the necessity of skills-based Arts education in the General Education and Training Band to ensure proper articulation into the Further Education and Training specialised Art subjects. It could be argued that worldwide, the low status and time allocated to the Arts in education in comparison with the other educational imperatives such as Sciences, Mathematics and Technologies points to the general lack of appreciation of the contribution of the humanities to the development of people as social, cultural, productive and collaborative citizens. Ms Le Roux cites Psilos (2002, p. 1), who draws attention to the compelling advantages of Arts education developing “competencies necessary to become economically self-sufficient over the long term” and the potential impact of Arts education on workforce preparation. There is mention of the success of Arts education programmes, especially amongst youth at risk; through increasing academic performance, reducing absenteeism, increasing self-esteem, interpersonal skills, positive attitudes towards work, creative thinking, problem-solving and com-munication skills and the ability to work without supervision.

Prior to 1994, and the change in South Africa to an inclusive democratic government, Arts education was not available to the majority of learners in South Africa. Music and Visual Art tuition was primarily offered at the schools formally reserved for ‘white’ students and at some ‘coloured’ schools. Schools from the ex-department of education and training for black learners provided tuition in Arts and Crafts. For the rest, learners who could afford it studied Music and Dance privately outside of school time. Children from higher socio-economic brackets, who were exposed to the Arts through other sources, such as families and communities, reaped the benefits of these activities;


167

children lacking these resources lost out on the educational advantages that Arts education provides. The inclusion of Arts and Culture as a compulsory learning area for all learners in the General Education and Training Band is a wonderful opportunity for all to empower themselves through participation in the Arts (Le Roux, 2007, p. 11).

Who are to facilitate the learning through Visual Arts education that is such an important part of the holistic development of pupils in the primary school that can lay a foundation for building on in the Further Education and Training (FET) band and the focus schools that have been started by the DoE?

Higher education

At the level of higher education, the former teacher’s diploma had to be revised to provide for the training of teachers in a BEd degree (Adler et al., 2002, p. 19, 33). The White Paper on Higher Education (RSA, 1997) recommended that teacher education be unified in a system of higher education. Five principles were recommended as a basis, namely: global and national relevance, learner centeredness, professionalism, co-operation and collegiality and innovation. A Committee on Teacher Education and Policy (COTEP) put together norms and standards (1995), in accordance with the national policy sanctioned by the minister of education in 1995 (Pretorius, 2004, p. 114).

Future curricula were expected to be congruent with these standards as set out in the Higher Education Qualifications Framework (HEQF). The transformation was based on equality, human dignity, social justice and basic human rights. The approach to education and training, lifelong learning and outcomes-based delivery was organised on the basis of the qualifications framework (Pretorius, 2007, p. 44-45).

Norms and standards identify seven roles of the teacher as mediator of learning, interpreter and designer of learning programmes, assessor, lifelong learner, area/subject/discipline/phase specialist, active in the community in citizenship and pastoral roles, leader, administrator and manager (Du Plessis, 2007, p. vi-ix).

New structures for quality assurance, such as the Committee for Higher Education (CHE), the Higher Education Quality Committee (HEQC), and the South African Qualifications Authority (SAQA) were put in place. Substantial reform was enforced in a very short period of time (Pretorius, 2007, p. 44-45).

Since 2001 pre-service teachers at various Universities in South Africa have had the changed school curriculum built into their subject didactics for the learning areas, as expounded in the National Curriculum Statement for C2005 (National Curriculum Statement. Grade R-9 (Schools) Policy, 2002). However, at this point in time, teachers who have had the didactics of the National Curriculum Statement taught as a formal part of their BEd degree comprise approximately 20% of the workforce currently teaching in schools.


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Teacher training in Visual Art

My concern about Visual Arts education and the learning opportunities as a result of quality Arts education led to an investigation of the curricula for teacher training in Arts and Culture. The curricula for Arts and Culture, especially Visual Art of four South African and one foreign university were compared. Universities: 1, 2, 3 and 5 are South African, while university 4 is in a foreign country.

The yearbooks of the universities were available and opened on the Internet. Some of these documents for the BEd degree were very comprehensive, adding up to over 300 pages, whilst others were very basic, consisting of only four pages.

From these yearbooks, undergraduate curricula and all the information that pertained to Visual Arts education, and in some cases Arts and Culture, for the four years of study was extracted and is presented in table form in this paper. The purpose of this extraction is to compare what is offered at other universities for the BEd degree in Arts education.

Anonymity of the universities consulted is preserved for the purpose of this paper.


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Tabl

e 1:

BEd

Earl

y Ch

ildho

od D

evel

opm

ent a

nd F

ound

atio

n Ph

ase

Uni

vers

ity

1

Uni

vers

ity

2

BEd

I/SP;

BEd

FP

(com

bine

d co

urse

)

Uni

vers

ity

3

Uni

vers

ity

4 (F

)

Bach

elor

of E

duca

tion

(Pri

mar

y Ed

ucat

ion)

To te

ach

lear

ners

from

5-12

year

s of

age

.

Uni

vers

ity

5

Year

1Y1

and

2 th

ree

of th

e ap

prov

ed s

choo

l sub

ject

s of

w

hich

Vis

ual A

rt c

an b

e on

e.Co

mpu

lsor

y le

arni

ng a

rea

dida

ctic

s: A

rt a

nd H

andw

ork

To g

ain

insi

ght i

nto

the

orie

ntat

ion,

sta

ges

of

deve

lopm

ent,

aim

s an

d ob

ject

ive,

role

of A

rt

teac

hing

, Art

act

iviti

es a

nd

mat

eria

ls

Crea

tive

Art

s 1

Prof

essi

onal

stu

dies

in

Crea

tive

Art

s (V

isua

l Art

, M

usic

, Dra

ma,

and

Dan

ce)

Cred

it po

ints

: 6; S

emes

ter:

2

Clas

ses:

1 ho

ur le

ctur

e 2

hour

wor

ksho

ps fo

r 13

wee

ks.

Ass

essm

ent:

Art

s le

arni

ng

expe

rienc

es a

ssig

nmen

t &

VAPD

/Por

tfol

io

This

uni

t com

pris

es

Curr

icul

um a

nd P

rofe

ssio

nal

Stud

ies

of fo

ur C

reat

ive

Art

s co

mpo

nent

s: V

isua

l Art

s,

Mus

ic, D

ram

a an

d D

ance

. It

com

bine

s bo

th th

eore

tical

an

d pr

actic

al/s

tudi

o w

ork

acro

ss a

rang

e of

art

fo

rms

appr

opria

te fo

r K -

6 cl

assr

oom

s.

Art

in E

duca

tion

1; 4

cred

its;

2ppw

; 25w

ksIn

trod

uctio

n an

d ap

plic

atio

n of

var

iety

of m

edia

and

te

chni

ques

sui

tabl

e fo

r Fou

ndat

ion

Phas

e.

App

licat

ion

of th

e El

emen

ts

of A

rt.

Insi

ght i

nto

the

stag

es

of d

evel

opm

ent a

nd th

e im

port

ance

of A

rt in

the

deve

lopm

ent o

f the

chi

ld.

Intr

oduc

tion

to M

etho

d of

A

rt E

duca

tion.


170

Uni

vers

ity

1

Uni

vers

ity

2

BEd

I/SP;

BEd

FP

(com

bine

d co

urse

)

Uni

vers

ity

3

Uni

vers

ity

4 (F

)

Bach

elor

of E

duca

tion

(Pri

mar

y Ed

ucat

ion)

To te

ach

lear

ners

from

5-12

year

s of

age

.

Uni

vers

ity

5

Year

2A

rt a

nd C

ultu

re (M

usic

and

A

rt)

10 c

redi

ts

2lpw

2pp

wA

plie

d Vi

sual

Art

, 3D

, tr

ansf

orm

atio

n.

Mus

ic a

nd D

ance

in

Educ

atio

n, c

reat

ive

activ

ities

, pla

ying

in

stru

men

ts.

Y1 a

nd 2

thre

e of

the

appr

oved

sch

ool s

ubje

cts

of

whi

ch V

isua

l Art

can

be

one.

Com

puls

ory

lear

ning

are

a di

dact

ics:

Art

and

Han

dwor

k To

gai

n in

sigh

t int

o th

e or

ient

atio

n, s

tage

s of

de

velo

pmen

t, a

ims

and

obje

ctiv

e, ro

le o

f Art

te

achi

ng, A

rt a

ctiv

ities

and

m

ater

ials

Art

in E

duca

tion

2; 4

cre

dits

; 2p

pw; 2

5wks

Prac

tical

wor

k fo

cusi

ng

on m

edia

and

tech

niqu

es

suita

ble

for a

pplic

atio

n in

G

1-3Pr

epar

atio

n fo

r tea

chin

g pr

actic

e.A

rt a

ppre

ciat

ion

Stud

y of

Art

form

s of

di

ffer

ent C

ultu

ral g

roup

s in

SA

Year

3A

rt E

duca

tion

6 cr

edits

, 2 p

pw.

Pres

ente

d as

a c

ompu

lsor

y M

odul

e.Th

e ro

le o

f Art

Edu

catio

n in

ear

ly y

ears

. The

lear

ning

ar

ea A

&C

(Art

and

Cul

ture

).

Art

and

Cul

ture

(Dan

ce a

nd

Dra

ma)

10 c

redi

ts

2lpw

1ppw

Vo

ice

trai

ning

and

pr

oduc

tion,

Dra

ma

in E

duca

tion,

Dra

ma

stra

tegi

es.

Crea

tive

Art

s 2

Cred

it po

ints

: 4; S

essi

on:

Sem

este

r 1; C

lass

es: 2

ho

urs/

wee

k fo

r 13

wee

ks;

Prer

equi

site

s: 3

6 cr

edit

poin

ts o

f pro

fess

iona

l st

udie

s in

Prim

ary

Educ

atio

n in

clud

ing

EDU

P100

1

Art

in E

duca

tion

3; 4

cre

dits

; 2p

pw;

25 w

ksIn

-dep

th e

xper

ienc

e of

the

follo

win

g:Pi

ctur

e-m

akin

g pr

ojec

ts,

Craf

tA

rt a

nd C

ultu

re in

the

NCS

Inte

grat

ed le

sson

sA

sses

smen

t of A

rt p

roje

cts


171

Uni

vers

ity

1

Uni

vers

ity

2

BEd

I/SP;

BEd

FP

(com

bine

d co

urse

)

Uni

vers

ity

3

Uni

vers

ity

4 (F

)

Bach

elor

of E

duca

tion

(Pri

mar

y Ed

ucat

ion)

To te

ach

lear

ners

from

5-12

year

s of

age

.

Uni

vers

ity

5

Year

3D

ance

(soc

ial,

art a

nd

mov

emen

t) a

s ed

ucat

iona

l an

d cr

eativ

e le

arni

ng

expe

rienc

e an

d cu

ltura

l ac

tivity

in A

fro-

cent

ric a

nd

inte

rnat

iona

l con

text

. D

idac

tics

and

met

hod

deal

t with

dur

ing

Theo

ry

and

Prac

tice

of a

ll le

arni

ng

area

s.

Ass

essm

ent:

U

nit o

f wor

k or

Res

ourc

e Ki

t an

d co

ntin

uatio

n of

VA

PD/

Port

folio

Th

is u

nit c

ompr

ises

four

Cr

eativ

e A

rts

com

pone

nts:

Vi

sual

Art

s, M

usic

, D

ram

a an

d D

ance

. It

cont

inue

s to

dev

elop

bot

h th

eore

tical

and

pra

ctic

al/

stud

io w

ork

acro

ss a

rang

e of

Art

form

s ap

prop

riate

for

prim

ary

age

child

ren.

Art

in E

duca

tion

3; 4

cre

dits

; 2p

pw;

25 w

ksIn

-dep

th e

xper

ienc

e of

the

follo

win

g:Pi

ctur

e-m

akin

g pr

ojec

ts,

Craf

tA

rt a

nd C

ultu

re in

the

NCS

Inte

grat

ed le

sson

sA

sses

smen

t of A

rt p

roje

cts

Year

42

units

of s

tudy

, one

of w

hich

m

ay b

e Vi

sual

Art

Inte

grat

ed A

rts

(A) S

peci

al

Cour

se

Cred

it po

ints

: 4; S

essi

on:

Sem

este

r 1; C

lass

es: 2

ho

urs/

wee

k fo

r 12

wee

ks;

Prer

equi

site

s: 7

2 cr

edit

poin

ts

of P

rofe

ssio

nal S

tudi

es

in P

rimar

y Ed

ucat

ion

and

EDU

P100

1 and

ED

UP3

008

Inte

grat

ed A

rts:

Dra

ma,

M

usic

, Vis

ual A

rt, D

ance

Know

ledg

e of

theo

ries

on

crea

tivity

Art

app

reci

atio

n.Ex

hibi

tions

, bud

get,

m

anag

emen

t of a

n A

rt u

nit

at s

choo

l.In

tegr

ated

pro

gram

mes


172

Uni

vers

ity

1

Uni

vers

ity

2

BEd

I/SP;

BEd

FP

(com

bine

d co

urse

)

Uni

vers

ity

3

Uni

vers

ity

4 (F

)

Bach

elor

of E

duca

tion

(Pri

mar

y Ed

ucat

ion)

To te

ach

lear

ners

from

5-12

year

s of

age

.

Uni

vers

ity

5

Year

4A

sses

smen

t: A

refle

ctiv

e po

rtfo

lio d

eriv

ed fr

om th

e in

-sch

ool e

xper

ienc

e in

clud

ing

plan

ning

pro

cess

es fo

r the

w

ork

unde

rtak

en a

nd a

w

ritte

n cr

itica

l refl

ectio

n.

Leng

th a

nd c

ompl

exity

ap

prop

riate

for a

fina

l yea

r un

it of

stu

dy. C

riter

ia w

ill b

e ne

gotia

ted.

N

ote:

Dep

artm

ent p

erm

issi

on

requ

ired

for e

nrol

men

t.

This

uni

t of s

tudy

pro

vide

s st

uden

ts w

ith th

e op

port

unity

to

furt

her t

heir

know

ledg

e,

skill

s, te

chni

ques

and

un

ders

tand

ings

in th

e Cr

eativ

e A

rts,

bui

ldin

g on

ear

lier u

nits

in

the

Bach

elor

of E

duca

tion

(Prim

ary)

pro

gram

. It a

lso

invo

lves

teac

hing

cre

ativ

e ar

ts

in a

sch

ool c

onte

xt.


173

Uni

vers

ity

1

Uni

vers

ity

2

BEd

I/SP;

BEd

FP

(com

bine

d co

urse

)

Uni

vers

ity

3

Uni

vers

ity

4 (F

)

Bach

elor

of E

duca

tion

(Pri

mar

y Ed

ucat

ion)

To te

ach

lear

ners

from

5-12

year

s of

age

.

Uni

vers

ity

5

Year

4In

tegr

ated

Art

s Sp

ecia

l Cou

rse

com

pris

es In

tegr

ated

Art

s A

(S

emes

ter 1

) and

Inte

grat

ed

Art

s B

(Sem

este

r 2)

Inte

grat

ed A

rts

(B) S

peci

al

Cour

se

Sem

este

r 1; 7

2 cr

edit

poin

ts

of P

rofe

ssio

nal S

tudi

es in

Pr

imar

y Ed

ucat

ion

Not

e: D

epar

tmen

t per

mis

sion

re

quire

d fo

r enr

olm

ent

Inte

grat

ed A

rts

(B) S

peci

al

Cour

se

Cred

it po

ints

: 4; S

essi

on:

Sem

este

r 2; C

lass

es: 2

ho

urs/

wee

k fo

r 12

wee

ks

Prer

equi

site

s: E

DU

P407

0 A

sses

smen

t: A

sses

smen

t op

tions

will

be

nego

tiate

d w

ith th

e st

uden

ts b

ut a

re

linke

d to

uni

t out

com

es a

nd

refle

ct th

e 4

cred

it po

int

load

ing.


174

Uni

vers

ity

1

Uni

vers

ity

2

BEd

I/SP;

BEd

FP

(com

bine

d co

urse

)

Uni

vers

ity

3

Uni

vers

ity

4 (F

)

Bach

elor

of E

duca

tion

(Pri

mar

y Ed

ucat

ion)

To te

ach

lear

ners

from

5-12

year

s of

age

.

Uni

vers

ity

5

Year

4Po

ssib

le e

xam

ples

incl

ude:

re

flect

ive

scra

pboo

k/po

rtfo

lio;

ratio

nale

for u

sing

Cr

eativ

e A

rts

in th

e pr

imar

y sc

hool

; crit

ical

resp

onse

s to

‘A

rts’

exp

erie

nces

N

ote:

Dep

artm

ent p

erm

issi

on

requ

ired

for e

nrol

men

t.

This

uni

t of s

tudy

will

fu

rthe

r dev

elop

stu

dent

s’

know

ledg

e, s

kills

, tec

hniq

ues

and

unde

rsta

ndin

gs in

the

Crea

tive

Art

s, b

uild

ing

on th

e un

it of

stu

dy u

nder

take

n in

Se

mes

ter 1

ACE

Art

s Ed

ucat

ion

Subj

ect D

idac

tics

Art

and

Cu

lture

inte

grat

ed


175

Tabl

e 2:

BEd

Inte

rmed

iate

Pha

se

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5Ye

ar 1

20 c

redi

ts 4

ppw

Art

The

ory

1 Su

mm

ary

of a

ncie

nt A

rt

Theo

ry o

f chi

ldre

n’s

Art

de

velo

pmen

tal s

tage

s w

ith

emph

asis

on

gr. 4

– 6

Th

eory

of v

isua

l Art

. Ra

tiona

le o

f Art

Edu

catio

n.

Curr

icul

um 2

005.

Han

dlin

g of

A

rt E

duca

tion

with

con

text

of

sch

ools

– p

urch

asin

g of

mat

eria

l, cl

assr

oom

m

anag

emen

t. C

are

of A

rt

wor

ks a

nd e

xhib

ition

s.

Art

: Pra

ctic

al

Dra

win

g sk

ills

I O

bser

vatio

n st

udie

s:

Intr

oduc

tion

of fu

ndam

enta

l el

emen

ts a

nd p

rinci

ples

, te

chni

ques

and

use

of m

edia

. A

naly

sis

and

iden

tifica

tion

of s

truc

ture

, for

m,

com

posi

tion,

text

ure

and

spat

ial r

elat

ions

. Ass

essm

ent

of w

ork.

Y1 a

nd 2

thre

e of

the

appr

oved

sch

ool s

ubje

cts

of

whi

ch V

isua

l Art

can

be

one

Com

puls

ory

lear

ning

are

a di

dact

ics:

Art

and

Cul

ture

To

gai

n in

sigh

t int

o th

e th

eore

tical

orie

ntat

ion

and

gene

ral a

ppro

ach,

aim

s an

d ob

ject

ives

, org

aniz

atio

n an

d ad

min

istr

atio

n, c

urric

ula

and

curr

icul

um d

esig

n,

equi

pmen

t and

teac

hing

ai

ds, p

lann

ing

less

ons

and

the

eval

uatio

n of

wor

k.(o

r Mus

ic, o

r Dra

ma)

Crea

tive

Art

s 1

Prof

essi

onal

stu

dies

in

Crea

tive

Art

s (V

isua

l Art

, M

usic

, Dra

ma,

and

Dan

ce)

Cred

it po

ints

: 6; S

emes

ter;

2

Clas

ses:

1 ho

ur le

ctur

e 2

hour

w

orks

hops

for 1

3 w

eeks

. A

sses

smen

t: A

rts

lear

ning

ex

perie

nces

ass

ignm

ent &

VA

PD/P

ortf

olio

Th

is u

nit c

ompr

ises

Cu

rric

ulum

and

Pro

fess

iona

l St

udie

s of

four

Cre

ativ

e A

rts

com

pone

nts:

Vis

ual A

rts,

M

usic

, Dra

ma

and

Dan

ce. I

t co

mbi

nes

both

theo

retic

al

and

prac

tical

/stu

dio

wor

k ac

ross

a ra

nge

of a

rt fo

rms

appr

opria

te fo

r K –

6

clas

sroo

ms.

Subj

ect D

idac

tics:

Lea

rnin

g A

reas

1; 5

cre

dits

; 1pp

wCo

mpu

lsor

y: A

rt a

nd C

ultu

re

Intr

oduc

tion

and

appl

icat

ion

of a

var

iety

of m

edia

and

te

chni

ques

sui

tabl

e fo

r I/S

Ph

ase

Know

ledg

e of

the

stag

es

of d

evel

opm

ent a

nd th

e im

port

ance

of A

rt in

the

deve

lopm

ent o

f the

chi

ld.

Met

hod

of A

rt E

duca

tion.

Intr

oduc

tion

to D

ance

, D

ram

a, M

usic

and

Vis

ual A

rt;

5 cr

edits

; 1pp

wIn

trod

uctio

n to

:Vi

sual

Art

: Pr

actic

al w

ork:

pic

ture

m

akin

g, d

raw

ing,

pai

ntin

g,

mix

ed m

edia

, mod

ellin

g,

desi

gn.

Theo

ry:

Art

app

reci

atio

n,

Sout

h-A

fric

an A

rt, A

rt in

Eu

rope

in m

oder

n tim

es.


176

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5Ye

ar 1

Pain

ting

skill

s I

A s

tudy

of d

iffer

ent

med

ia a

nd te

chni

ques

, w

ater

colo

urs,

tem

pera

, ac

rylic

s an

d m

ixed

med

ia

in p

ract

ical

exe

rcis

es.

Intr

oduc

tion

to fo

rm a

nd

colo

ur m

anip

ulat

ion

as

com

posi

tiona

l ele

men

t.

Eval

uatio

n of

sui

tabl

e w

orks

. G

raph

ic p

rintin

g I

Ana

lysi

s of

and

intr

oduc

tion

to g

raph

ic p

rintin

g. P

lann

ing

and

impl

emen

tatio

n of

el

emen

tary

gra

phic

al

proc

esse

s. In

tagl

io a

nd re

lief

wor

k.

Gra

phic

des

ign

I A

pplic

atio

n of

des

ign

elem

ents

and

prin

cipl

es.

Prin

cipl

es o

f pag

e la

yout

an

d ty

pogr

aphy

with

the

emph

asis

on

acce

ssib

ility

of

info

rmat

ion.

App

licat

ion

and

prob

lem

sol

ving

.

Y1 a

nd 2

thre

e of

the

appr

oved

sch

ool s

ubje

cts

of

whi

ch V

isua

l Art

can

be

one

Com

puls

ory

lear

ning

are

a di

dact

ics:

Art

and

Cul

ture

To

gai

n in

sigh

t int

o th

e th

eore

tical

orie

ntat

ion

and

gene

ral a

ppro

ach,

aim

s an

d ob

ject

ives

, org

aniz

atio

n an

d ad

min

istr

atio

n, c

urric

ula

and

curr

icul

um d

esig

n,

equi

pmen

t and

teac

hing

ai

ds, p

lann

ing

less

ons

and

the

eval

uatio

n of

wor

k.(o

r Mus

ic, o

r Dra

ma)

Crea

tive

Art

s 1

Prof

essi

onal

stu

dies

in

Crea

tive

Art

s (V

isua

l Art

, M

usic

, Dra

ma,

and

Dan

ce)

Cred

it po

ints

: 6; S

emes

ter;

2

Clas

ses:

1 ho

ur le

ctur

e 2

hour

w

orks

hops

for 1

3 w

eeks

. A

sses

smen

t: A

rts

lear

ning

ex

perie

nces

ass

ignm

ent &

VA

PD/P

ortf

olio

Th

is u

nit c

ompr

ises

Cu

rric

ulum

and

Pro

fess

iona

l St

udie

s of

four

Cre

ativ

e A

rts

com

pone

nts:

Vis

ual A

rts,

M

usic

, Dra

ma

and

Dan

ce. I

t co

mbi

nes

both

theo

retic

al

and

prac

tical

/stu

dio

wor

k ac

ross

a ra

nge

of a

rt fo

rms

appr

opria

te fo

r K –

6

clas

sroo

ms.

Subj

ect D

idac

tics:

Lea

rnin

g A

reas

1; 5

cre

dits

; 1pp

wCo

mpu

lsor

y: A

rt a

nd C

ultu

re

Intr

oduc

tion

and

appl

icat

ion

of a

var

iety

of m

edia

and

te

chni

ques

sui

tabl

e fo

r I/S

Ph

ase

Know

ledg

e of

the

stag

es

of d

evel

opm

ent a

nd th

e im

port

ance

of A

rt in

the

deve

lopm

ent o

f the

chi

ld.

Met

hod

of A

rt E

duca

tion.

Intr

oduc

tion

to D

ance

, D

ram

a, M

usic

and

Vis

ual A

rt;

5 cr

edits

; 1pp

wIn

trod

uctio

n to

:Vi

sual

Art

: Pr

actic

al w

ork:

pic

ture

m

akin

g, d

raw

ing,

pai

ntin

g,

mix

ed m

edia

, mod

ellin

g,

desi

gn.

Theo

ry:

Art

app

reci

atio

n,

Sout

h-A

fric

an A

rt, A

rt in

Eu

rope

in m

oder

n tim

es.


177

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5

Year

2M

etho

dolo

gy o

f lea

rnin

g ar

eas.

Ch

oose

2 in

acc

orda

nce

with

th

e el

ectiv

es in

Y2

whi

ch

mus

t als

o be

take

n in

Y4

Art

, Cul

ture

and

Dra

ma

Y2

6 cr

edits

, Le

arni

ng A

rea:

Art

, Cul

ture

an

d D

ram

a.

Art

and

Cul

ture

(Mus

ic a

nd

Art

) 10

cred

its

2LPW

2PP

WA

pplie

d vi

sual

Art

, 3D

, tr

ansf

orm

atio

n.

Mus

ic a

nd D

ance

in

Educ

atio

n, c

reat

ive

activ

ities

, pla

ying

in

stru

men

ts.

Y1 a

nd 2

thre

e of

the

appr

oved

sch

ool s

ubje

cts

of

whi

ch V

isua

l Art

can

be

one

Com

puls

ory

lear

ning

are

a di

dact

ics:

Art

and

Cul

ture

To g

ain

insi

ght i

nto

the

theo

retic

al o

rient

atio

n an

d ge

nera

l app

roac

h, a

ims

and

obje

ctiv

es, o

rgan

izat

ion

and

adm

inis

trat

ion,

cur

ricul

a an

d cu

rric

ulum

des

ign,

eq

uipm

ent a

nd te

achi

ng

aids

, pla

nnin

g le

sson

s an

d th

e ev

alua

tion

of w

ork.

(or M

usic

, or D

ram

a)

Spec

ific

Subj

ect D

idac

tics:

Le

arni

ng A

reas

2; 2

cre

dits

; 6w

ks m

odul

e fo

r Vis

ual A

rtCo

mpu

lsor

y: A

rt a

nd C

ultu

re

Know

ledg

e of

:Su

bjec

t did

actic

sIn

tegr

atio

n w

ithin

the

lear

ning

are

aJo

bs in

the

Art

s/En

trep

rene

ursh

ipEl

ectiv

es (C

hoos

e 4)

Art

1 (O

ne o

f 8 p

ossi

bilit

ies)

; 7

cred

its; 2

ppw

Thor

ough

exp

erie

nce

in:

Dra

win

g, d

esig

n, a

pplic

atio

n in Cr

aft

Mod

ellin

gVi

sual

Lite

racy

, Art

ap

prec

iatio

n an

d an

alys

isG

alle

ry e

xcur

sion


178

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5

Year

3

Met

hodo

logy

of e

lect

ives

(C

hoos

e 3

in a

ccor

danc

e w

ith th

e el

ectiv

es in

Y3)

M

etho

dolo

gy o

f Art

Y3

6 cr

edits

2 p

pwA

s re

quire

d by

the

Nat

iona

l Cu

rric

ulum

. EL

ECTI

VES

Art

as

poss

ible

of t

hree

el

ectiv

es o

f whi

ch o

ne h

as

to b

e Le

arni

ng s

uppo

rt.

Art

and

Cul

ture

(Dan

ce a

nd

Dra

ma)

10 c

redi

ts

2LPW

1PPW

Vo

ice

trai

ning

and

pr

oduc

tion,

dra

ma

in E

duca

tion,

Dra

ma

stra

tegi

es.

Dan

ce (s

ocia

l, ar

t and

m

ovem

ent)

as

educ

atio

nal

and

crea

tive

lear

ning

ex

perie

nce

and

cultu

ral

activ

ity in

Afr

o-ce

ntric

and

in

tern

atio

nal c

onte

xt.

Did

actic

s an

d m

etho

d de

alt

with

dur

ing

Theo

ry a

nd

Prac

tice

of a

ll le

arni

ng a

reas

.

Crea

tive

Art

s 2

Cred

it po

ints

: 4; S

essi

on:

Sem

este

r 1; C

lass

es: 2

ho

urs/

wee

k fo

r 13

wee

ks;

Prer

equi

site

s: 3

6 cr

edit

poin

ts o

f pro

fess

iona

l st

udie

s in

Prim

ary

Educ

atio

n in

clud

ing

EDU

P100

1A

sses

smen

t:

Uni

t of w

ork

or R

esou

rce

Kit

and

cont

inua

tion

of V

APD

/Po

rtfo

lio

This

uni

t com

pris

es fo

ur

Crea

tive

Art

s co

mpo

nent

s:

Visu

al A

rts,

Mus

ic,

Dra

ma

and

Dan

ce. I

t co

ntin

ues

to d

evel

op b

oth

theo

retic

al a

nd p

ract

ical

/st

udio

wor

k ac

ross

a ra

nge

of a

rt fo

rms

appr

opria

te fo

r pr

imar

y ag

e ch

ildre

n.

Spec

ific

Subj

ect D

idac

tics:

Le

arni

ng A

reas

3 (C

hoos

e 5

out o

f 8 p

ossi

bilit

ies)

A

rt a

nd C

ultu

re; 8

cre

dits

; 2p

pwSt

udy

of th

e Le

arni

ng A

rea

Less

on p

lann

ing,

as

sess

men

t, o

rder

ing,

bu

dget

Stud

y of

Chi

ld A

rtPr

actic

al a

pplic

atio

nEl

ectiv

es (C

hoos

e 3

out o

f 8

poss

ibili

ties)

Art

2; 1

5 cr

edits

; 4 p

pwIn

-dep

th e

xper

ienc

e in

:A

dvan

ced

pict

ure-

mak

ing.

Pa

intin

g/m

ixed

med

iaCr

aft

Inst

alla

tion

Art

. Co

ntem

pora

ry te

chno

logy

Mov

emen

ts in

Art

SA C

raft

er/In

stal

latio

n/La

nd/

Envi

ronm

enta

l Art

Visi

t to

Art

Gal

lerie

s


179

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5

Year

4

12 c

redi

ts 2

/3 p

pwM

etho

dolo

gy o

f Art

, Cul

ture

an

d D

ram

a as

a le

arni

ng

area

as

requ

ired

by th

e N

atio

nal C

urric

ulum

.

2 un

its o

f stu

dy, o

ne o

f w

hich

may

be

Visu

al A

rtIn

tegr

ated

Art

s (A

) Spe

cial

Co

urse

Cr

edit

poin

ts: 4

; Ses

sion

: Se

mes

ter 1

; Cla

sses

: 2

hour

s/w

eek

for 1

2 w

eeks

; Pr

ereq

uisi

tes:

72

cred

it po

ints

of P

rofe

ssio

nal

Stud

ies

in P

rimar

y Ed

ucat

ion

and

EDU

P100

1 and

ED

UP3

008

Ass

essm

ent:

A re

flect

ive

port

folio

der

ived

from

th

e in

-sch

ool e

xper

ienc

e in

clud

ing

plan

ning

pr

oces

ses

for t

he w

ork

unde

rtak

en a

nd a

writ

ten

criti

cal r

eflec

tion.

Len

gth

and

com

plex

ity a

ppro

pria

te

for a

fina

l yea

r uni

t of s

tudy

. Cr

iteria

will

be

nego

tiate

d.

Not

e: D

epar

tmen

t pe

rmis

sion

requ

ired

for

enro

lmen

t.

Com

puls

ory:

Sub

ject

D

idac

tics

of 2

Maj

or s

ubje

cts

from

ele

ctiv

es; 1

0 cr

edits

Mas

tery

of:

Adv

ance

d di

dact

ics

of A

rt

Educ

atio

nCo

mpa

rativ

e st

udie

s of

te

achi

ng m

etho

ds in

Art

Curr

icul

um d

esig

nEx

hibi

tions

Inte

grat

ion

of th

e di

scip

lines

of

Art

and

Cul

ture

Elec

tives

(Cho

ose

2)A

rt 3

(One

of 8

Pos

sibi

litie

s in

thre

e bl

ocks

); 20

cre

dits

; 4p

pwCo

mpe

tenc

e in

:D

evel

opm

ent o

f ow

n st

yle

in tw

o of

the

follo

win

g:

Dra

win

g (C

ompu

lsor

y),

Pain

ting,

Des

ign

and

Prin

ting,

Cer

amic

s,

Scul

ptur

e, D

écor

and

Co

stum

e D

esig

n.H

isto

ry o

f Art

and

Art

ap

prec

iatio

nRe

sear

ch a

nd m

etho

dEx

hibi

tion

of w

ork


180

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5

Year

4

This

uni

t of s

tudy

pr

ovid

es s

tude

nts

with

th

e op

port

unity

to

furt

her t

heir

know

ledg

e,

skill

s, te

chni

ques

and

un

ders

tand

ings

in th

e Cr

eativ

e A

rts,

bui

ldin

g on

ea

rlier

uni

ts in

the

Bach

elor

of

Edu

catio

n (P

rimar

y)

prog

ram

. It a

lso

invo

lves

te

achi

ng c

reat

ive

arts

in a

sc

hool

con

text

. In

tegr

ated

Art

s Sp

ecia

l Co

urse

com

pris

es

Inte

grat

ed A

rts

A (S

emes

ter

1) a

nd In

tegr

ated

Art

s B

(Sem

este

r 2)

Inte

grat

ed A

rts

(B) S

peci

al

Cour

se

Sem

este

r 1; 7

2 cr

edit

poin

ts

of P

rofe

ssio

nal S

tudi

es in

Pr

imar

y Ed

ucat

ion

Not

e: D

epar

tmen

t pe

rmis

sion

requ

ired

for

enro

lmen

t In

tegr

ated

Art

s (B

) Spe

cial

Co

urse


181

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5

Year

4

Cred

it po

ints

: 4; S

essi

on:

Sem

este

r 2; C

lass

es: 2

ho

urs/

wee

k fo

r 12

wee

ks

Prer

equi

site

s: E

DU

P407

0 A

sses

smen

t: A

sses

smen

t op

tions

will

be

nego

tiate

d w

ith th

e st

uden

ts b

ut a

re

linke

d to

uni

t out

com

es a

nd

refle

ct th

e 4

cred

it po

int

load

ing.

Po

ssib

le e

xam

ples

incl

ude:

re

flect

ive

scra

pboo

k/po

rtfo

lio; r

atio

nale

for u

sing

Cr

eativ

e A

rts

in th

e pr

imar

y sc

hool

; crit

ical

resp

onse

s to

‘A

rts’

exp

erie

nces

N

ote:

Dep

artm

ent

perm

issi

on re

quire

d fo

r en

rolm

ent.

Thi

s un

it of

st

udy

will

furt

her d

evel

op

stud

ents

’ kno

wle

dge,

sk

ills,

tech

niqu

es a

nd

unde

rsta

ndin

gs in

the

Crea

tive

Art

s, b

uild

ing

on

the

unit

of s

tudy

und

erta

ken

in S

emes

ter 1

.


182

Uni

vers

ity

1U

nive

rsit

y 2

Uni

vers

ity

3U

nive

rsit

y 4

(F)

Uni

vers

ity

5

P/G

Art

s Ed

ucat

ion

(ACE

) Su

bjec

t Did

actic

s A

rt a

nd

Cultu

re in

tegr

ated

Tabl

e 3:

BEd

Sen

ior P

hase

Uni

vers

ity

1U

nive

rsit

y 3

Year

1EL

ECTI

VES

Art

as

poss

ibly

one

of 3

ele

ctiv

es o

f whi

ch a

t lea

st o

ne s

houl

d be

M

athe

mat

ics,

Gen

eral

Mat

hem

atic

s, G

ener

al S

cien

ce o

r Des

ign

and

Tech

nolo

gy.

Art

Y1

20

cred

its 6

ppw

, Y 2

20

cred

its 6

ppw

, Y3

24 c

redi

ts 8

ppw

Art

: The

ory

Sum

mar

y of

anc

ient

Art

Th

eory

of c

hild

ren’

s ar

t dev

elop

men

tal s

tage

s w

ith e

mph

asis

on

gr. 1

0 –

12. T

heor

y of

vis

ual A

rt. R

atio

nale

of A

rt E

duca

tion.

Cur

ricul

um 2

005.

H

andl

ing

of A

rt E

duca

tion

with

con

text

of s

choo

ls –

pur

chas

ing

of m

ater

ial,

clas

sroo

m m

anag

emen

t. C

are

of A

rt w

orks

and

exh

ibiti

ons.

A

rt: P

ract

ical

D

raw

ing

skill

s I

Obs

erva

tion

stud

ies:

Intr

oduc

tion

of fu

ndam

enta

l ele

men

ts a

nd p

rinci

ples

, te

chni

ques

and

use

of m

edia

. Ana

lysi

s an

d id

entifi

catio

n of

str

uctu

re, f

orm

, co

mpo

sitio

n, te

xtur

e an

d sp

atia

l rel

atio

ns. A

sses

smen

t of w

ork.

Pain

ting

skill

s I

A s

tudy

of d

iffer

ent m

edia

and

tech

niqu

es, w

ater

colo

urs,

tem

pera

, acr

ylic

s an

d m

ixed

med

ia in

pra

ctic

al e

xerc

ises

. Int

rodu

ctio

n to

form

and

col

our

man

ipul

atio

n as

com

posi

tiona

l ele

men

t. E

valu

atio

n of

sui

tabl

e w

orks

.

Vario

us A

rt s

ubje

cts.

Als

o FE

T tr

aini

ng


183

Uni

vers

ity

1U

nive

rsit

y 3

Year

1G

raph

ic p

rintin

g I

Ana

lysi

s of

and

intr

oduc

tion

to g

raph

ic p

rintin

g. P

lann

ing

and

impl

emen

tatio

n of

ele

men

tary

gra

phic

al p

roce

sses

. Int

aglio

and

relie

f w

ork.

Gra

phic

des

ign

I A

pplic

atio

n of

des

ign

elem

ents

and

prin

cipl

es. P

rinci

ples

of p

age

layo

ut

and

typo

grap

hy w

ith th

e em

phas

is o

n ac

cess

ibili

ty o

f inf

orm

atio

n.

App

licat

ion

and

prob

lem

sol

ving

.

Year

2M

ETH

OD

OLO

GY

OF

LEA

RNIN

G A

REA

S Ch

oose

2 in

acc

orda

nce

with

the

elec

tives

in Y

2 w

hich

mus

t als

o be

ta

ken

in Y

4 A

rt, C

ultu

re e

n D

ram

a Y2

6 c

redi

ts, Y

4 12

cre

dits

2/3

ppw

Lear

ning

Are

a: A

rt, C

ultu

re a

nd D

ram

a M

etho

dolo

gy o

f Art

, cul

ture

and

Dra

ma

as a

lear

ning

are

a as

requ

ired

by th

e N

atio

nal C

urric

ulum

. H

isto

ry o

f Art

I H

isto

ry o

f Art

: int

rodu

ctio

n an

d ov

ervi

ew o

f 19th

and

20th

cen

tury

art

in

Euro

pe. I

mpo

rtan

t art

ists

and

art

wor

ks o

f thi

s pe

riod

are

emph

asiz

ed

and

disc

usse

d in

con

text

. Eva

luat

ion

and

disc

ussi

on o

f exh

ibiti

ons.

M

useu

m v

isits

. H

isto

ry o

f Art

II

Theo

ry o

f vis

ual l

itera

cy

Inve

stig

atio

n of

theo

retic

fram

ewor

k us

ed in

the

inte

rpre

tatio

n,

anal

ysis

and

eva

luat

ion

of v

isua

l cul

ture

. Em

phas

is o

n in

tera

ctio

n of

im

age

and

text

eva

luat

ion

and

anal

ysis

of v

isua

l art

.


184

Uni

vers

ity

1U

nive

rsit

y 3

Year

2A

rt: P

ract

ical

D

raw

ing

skill

s II

Ana

lysi

s of

form

, str

uctu

re, c

ompo

sitio

n an

d pe

rspe

ctiv

e. F

urth

er

expe

rimen

ting

and

appl

icat

ion

ther

eof.

Perc

eptio

n of

the

hum

an

form

, ana

lysi

s of

rela

tions

and

com

posi

tion

for fi

gure

dra

win

g.

Expe

rimen

ting

with

trad

ition

al m

edia

in th

e po

rtra

yal o

f figu

re

draw

ing.

Dra

win

g fr

om li

fe.

Pain

ting

skill

s II

Port

rait,

figu

re a

nd la

ndsc

ape

pain

ting.

Em

phas

is o

n sp

ecifi

c m

edia

an

d te

chni

ques

; use

of c

olou

r in

the

crea

tion

of a

tmos

pher

ic

pers

pect

ive.

G

raph

ic d

esig

n II

Intr

oduc

tion

to th

e de

sign

pro

cess

: orig

inal

ity a

nd c

once

pt

deve

lopm

ent.

Stu

dy o

f tw

o an

d th

ree

dim

ensi

onal

form

s. A

naly

sing

an

d id

entif

ying

of f

orm

s. S

tyliz

ing

to a

bstr

actio

n.

Gra

phic

prin

ting

II A

naly

sis

of g

raph

ic a

rt w

orks

, tra

ditio

nal a

nd c

onte

mpo

rary

sty

les

and

tech

niqu

es, m

aste

ring

of v

ario

us c

arvi

ng te

chni

ques

and

the

mak

ing

of g

raph

ic p

rintin

g bl

ocks

. The

mul

ti-bl

ock

sand

lino

blo

ck a

s gr

aphi

c pr

intin

g pr

oces

s ar

e st

udie

d an

d ap

plie

d. A

stu

dy a

nd d

evel

opm

ent

of g

raph

ic p

rintin

g. In

tegr

ated

app

licat

ion

of k

now

ledg

e an

d sk

ills

by

mea

ns o

f adv

ance

d gr

aphi

c pr

oble

m s

olvi

ng. E

labo

ratio

n of

inta

glio

an

d re

lief p

rints

.


185

Uni

vers

ity

1U

nive

rsit

y 3

Year

2M

odel

ling

I Fo

rm s

tudy

: cla

y. S

culp

tura

l exp

lora

tion

in c

lay,

car

ving

, con

stru

ctio

n m

etho

ds. M

ould

ing

proc

esse

s. S

tudy

of f

orm

al a

nd e

xper

imen

tal

appl

icat

ion

of th

ree-

dim

ensi

onal

form

s. C

onst

ruct

ion

met

hods

. In

depe

nden

t wor

k.

Text

ile d

ecor

atio

n I

Mas

terin

g of

dec

orat

ion

proc

esse

s on

text

ile. E

xper

imen

ting

with

va

rious

met

hods

of d

ying

or a

pplic

atio

n of

pai

nt to

text

iles.

Year

3

MET

HO

DO

LOG

Y O

F EL

ECTI

VES

Choo

se 3

in a

ccor

danc

e w

ith th

e el

ectiv

es in

Y3

Met

hodo

logy

of A

rt Y

3 6

cred

its 2

ppw

As

requ

ired

by th

e N

atio

nal C

urric

ulum

. H

isto

ry o

f Art

III

Theo

ry o

f vis

ual l

itera

cy

Inve

stig

atio

n of

theo

retic

fram

ewor

k us

ed in

the

inte

rpre

tatio

n, a

naly

sis

and

eval

uatio

n of

vis

ual c

ultu

re. E

mph

asis

on

inte

ract

ion

of im

age

and

text

ev

alua

tion

and

anal

ysis

of v

isua

l art

. H

isto

ry o

f Art

III

Sout

h A

fric

an A

rt: G

ener

al in

trod

uctio

n to

SA

art

ists

. Pio

neer

s, in

clud

ing

cont

empo

rary

tren

ds, s

tyle

s an

d te

chni

ques

are

stu

died

. Em

phas

is o

n se

lf-st

udy.

Mus

eum

vis

its.

Art

: Pra

ctic

alD

raw

ing

skill

s III

Tr

aditi

onal

and

exp

erim

enta

l use

of d

raw

ing

med

ia. I

ntro

duct

ion

to th

e na

ture

and

role

of i

llust

ratio

n, v

isua

lisat

ion

and

expr

essi

on o

f ide

as.

Inte

rpre

tatio

n of

obj

ects

, figu

res

to v

isua

l for

m, v

isua

l abs

trac

tion.

Re

sear

ch o

f cre

ativ

e m

etho

ds. C

once

ptua

l dev

elop

men

t and

eva

luat

ion.

Tr

aditi

onal

and

exp

erim

enta

l use

of m

edia

.


186

Uni

vers

ity

1U

nive

rsit

y 3

Year

3

Gra

phic

des

ign

III

Des

ign

as v

isua

l com

mun

icat

ion:

use

of t

ypog

raph

y an

d pa

ge la

yout

as

expr

essi

ve m

ediu

m. L

ayou

t sys

tem

s an

d st

ruct

ures

. Int

egra

tion

of im

age

and

text

in th

e de

sign

of l

ette

rhea

ds, l

ogos

and

bro

chur

es. V

isua

l ana

lysi

s an

d in

terp

reta

tion.

Stu

dy o

f con

tem

pora

ry s

tyle

tren

ds. A

cqua

inta

nce

with

pac

kagi

ng, m

arke

ting

and

text

ile d

esig

n. In

divi

dual

des

ign

rese

arch

pr

ojec

ts.

Gra

phic

prin

ting

III

Intr

oduc

tion

of s

erig

raph

y as

gra

phic

med

ia. E

xper

imen

tal w

ork.

A

pplic

atio

n in

pos

ter a

nd in

vita

tion

card

s. C

orpo

rate

pre

sent

atio

n. S

tudy

of

appl

icab

le th

eory

acc

ordi

ng to

stu

dy g

uide

s.

Pain

ting

skill

s III

A

naly

sis

of fo

rm, s

truc

ture

and

com

posi

tion.

Por

trai

t and

figu

re

pain

ting.

App

licat

ion

of fo

rmal

and

exp

erim

enta

l pai

ntin

g te

chni

ques

. Ex

perim

entin

g w

ith m

edia

-wat

erco

lour

s, te

mpe

ra a

nd a

cryl

ics

as w

ell a

s m

ixed

med

ia.

Mod

ellin

g II

Stud

y of

thre

e-di

men

sion

al fo

rm –

com

bina

tion

of d

iffer

ent p

otte

ry

tech

niqu

es. D

ecor

atio

n te

chni

ques

of u

nits

– p

atte

rns.

Ch

oice

of t

wo

of th

e fo

llow

ing:

St

udy

of c

onte

mpo

rary

sty

le tr

ends

and

tech

niqu

es w

ith re

fere

nce

to

spec

ific

artis

ts. V

isua

l int

erpr

etat

ion

of c

once

pts,

pro

blem

sol

ving

and

ev

alua

tion.

Em

phas

is o

n co

mpo

sitio

nal f

orm

atio

n: c

are,

boo

king

and

ev

alua

tion

of s

uita

ble

exhi

bitio

ns. I

ndep

ende

nt w

ork.

Mus

eum

vis

its.


187

Uni

vers

ity

1U

nive

rsit

y 3

Year

4

MET

HO

DO

LOG

Y O

F LE

ARN

ING

ARE

AS

Choo

se 2

in a

ccor

danc

e w

ith th

e el

ectiv

es in

Y2

whi

ch m

ust a

lso

be ta

ken

in Y

4 A

rt, C

ultu

re e

n D

ram

a Y2

6 c

redi

ts, Y

4 12

cre

dits

2/3

ppw

Lear

ning

Are

a: A

rt, C

ultu

re a

nd D

ram

a M

etho

dolo

gy o

f Art

, Cul

ture

and

Dra

ma

as a

lear

ning

are

a as

requ

ired

by

the

Nat

iona

l Cur

ricul

um.


188

Summary and discussionThe curricula for teacher training in Visual Art and in some cases Arts and Culture as offered by five universities is summarised under numeric headings and discussed briefly.

Blank spaces indicate other courses, mainly Education, Professional Studies, Academic Literacy, Languages and Mathematics, which are not considered for the purpose of this study.

University 1

The degree is divided into three possibilities, namely: Foundation Phase, Intermediate Phase and Senior Phase. This is the only university in the study that offers the Senior Phase as a separate option.

For the Foundation Phase, Arts education is only presented in year 3 as a compulsory module. The learning area Arts and Culture is studied.

For Intermediate and Senior Phases there is a very comprehensive programme in Visual Arts education with a theoretical and practical component aimed at the age group falling in that phase. The NCS and learning areas are dealt with in methodology. Courses are offered over the course of a year. Practical work, as well as the history and theory of the Arts form part of the elective that is to be studied as an area of specialisation.

University 2

The degree is combined for Foundation and Intermediate Phases.

For year 2 there is Arts and Culture (Music and Art), which includes applied Visual Art, three-dimensional and transformation.

Didactics and method is dealt with during theory and practice of all the learning areas. Visual Art is not offered as an area of specialisation at undergraduate level.

University 3

One degree is offered for all phases. During year 1 and 2 three of the approved school subjects of which Visual Art can be one, is offered. The compulsory learning area didactics: Art and Handwork has as its aim the gaining of insight into the orientation, stages of development, aims and objective, role of Arts teaching, Arts activities and materials. Visual Art is not offered as an area of specialisation.

University 4

This is a foreign university of which an Outcomes Based curriculum is followed in schools. Similar to South Africa the Arts disciplines (Dance, Drama, Music and Visual Art) are combined as one learning area.

The BEd is offered for the teaching of primary school children (ages 5-12) and a separate degree for the teaching of secondary school children.


189

In year 1 Professional Studies combine the Art forms. These are offered as semester courses. Theoretical and practical/studio work across a range of Art forms appropriate for K-6 classrooms is offered.

Year 3 offers a succession of the above, but the emphasis is now on work for primary school learners. It is offered in semester courses.

During year 4 there is continuation of the above in semester courses. During this year there is room for reflection after the in-school experience.

Throughout the training the Creative Art is presented in an integrated manner.

University 5

The BEd degree is presented for Foundation Phase and Intermediate/Senior Phase separately. Visual Art and Subject Didactics are offered from year 1 through to year 4. Students following Intermediate/Senior Phase can take Visual Art as an elective specialisation through to fourth year level. The Subject Didactics of all learning areas have to be completed under a separate subject code. Practical work is presented in a wide range of media and techniques suitable for primary school level. Art History Method and Theory are included.

It is clear that the majority of Universities have structured the courses in Visual Arts education according to the current curricula in schools. What is the role of Higher Education Institutions in an ever-changing scenario?

The role of Higher Education Institutions (HEIs)

How much should the ever-changing school curricula influence what is taught in pre-graduate level of university programmes?

It is clear from the curriculum outlines above that the BEd curricula for the universities in South Africa, which were selected for this comparison, have been designed with the curriculum that is presently followed in schools as a guideline for the course “Subject Didactics and Method”. How is the review of C2005 and the subsequent new Curriculum and Assessment Policy document going to influence Universities in their training of teachers for their future careers in schools in this country?

Wolhuter (2007, p. 217) suggests that overt national governmental involvement and bureaucratic administration could impact negatively on the academic profession. Reshaping the current model of education, that is informed by thorough research could redress and ensure that universities remain the citadel from where the wise could give counsel.

Higher education has to identify the learning needs of private and public sectors and reorganise curricula to match desired outputs. The mode of delivery should be dynamic, flexible and responsive to the demands and needs of the country (Gravett et al., 2004, p. 141). It is important that there should be cooperation between HEIs and practice schools. Reflective inquiry is important in assigning meaning to teaching


190

and the practical activity of establishing whether these meanings are realised in the shaping of teacher-education programmes (Van Huizen et al., 2005, p. 285, 278).

Teachers need to have an understanding of the subject matter that they need to teach to ensure quality and meaningful Visual Arts education (Darling-Hammond et al., 2005, p. 5). Furthermore, they need to understand the development of children and how Visual Art education can support this development. Learning and development are embedded in cultural contexts. Knowledge of the subject matter and curriculum goals of Visual Arts education, knowledge of how to teach Arts lessons, knowing how to assess Arts projects and how to manage an Arts classroom effectively is required. Through the teaching of Arts lessons teachers will learn more about Visual Arts practice.

Candidates for the teaching profession need a body of knowledge as foundation. Courses should be coherent and build on one another. There should be opportunities for practice teaching which are tied to the learning of constructs and be provided with examples of what good teaching looks like and consists of (Baratz-Snowden, 2005, p. 10).

With regards to Visual Arts education there are questions about the generalist vs. the subject specialist and the impact on quality Visual Arts education. Most students entering the BEd programme have not experienced quality Visual Arts education at school level. With two or more majors forming part of the BEd final year there is less time for the nurturing into the art of teaching Art, which requires time to practice skills, time to focus and reflect on the potential for rich and varied learning that is possible through quality Visual Arts education. Should the voice of the teachers themselves, when asked how they believe they could be practically assisted, not be heard when they requested that specialisation in one learning area should be encouraged? Such assistance could deepen their knowledge and teaching skills and enable generalist teachers to teach at least some subjects properly (Johnson, 2005, p. 7).

The Final Report from the review task team suggests that the generic integrated attempts of the current curriculum should be replaced by a more distinct focus on Drama, Dance, Music and Visual Art (Final Report, 2009, p. 2-44). The report suggests that outcomes should be replaced with content, concepts and skills that are most appropriate to learning at different levels.

HEIs should proactively be involved in the design of new curricula, from an expert and subject specialist point of view, so that their graduates entering schools are informed and enlightened and not necessarily be dictated by bureaucratic procedures.

ConclusionThe principles for the teaching of quality and meaningful Visual Arts education remain the same throughout school systems. The uncertainty with regards to the new school curriculum has impacted negatively on the ratio of graduates choosing the Arts as majors. This fact has been aggravated by the allocation of bursaries only to students with Mathematics, Science and Technology as the chosen majors. The importance of


191

Literacy and Numeracy at school level can never be disregarded, but Visual Literacy is an important part of being literate. Educators involved in Visual Arts education cannot sit back and allow a decline in the training of Visual Arts educators. The current shortage of well-trained Visual Arts educators should be addressed and the quality of Visual Arts education over the entire spectrum assured to allow all members of future generations in schools to experience the rich variety of learning opportunities that are possible through quality Visual Arts education.

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the endangered subject of quality visual art education

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