An evaluation into the implemation of the arts and culture learning area in Bizana schools of the Eastern Cape Province

Mbeshu, Nonceba Cynthia

Title: An evaluation into the implemation of the arts and culture learning area in Bizana schools of the Eastern Cape Province
Creator: Mbeshu, Nonceba Cynthia
Subject: Arts -- Study and teaching -- South Africa
Subject: Culture -- Study and teaching -- South Africa
Subject: Teachers -- Training of -- South Africa -- Eastern Cape
Subject: Curriculum evaluation -- South Africa -- Eastern Cape
Date Issued: 2010
Date: 2010
Type: Thesis
Type: Masters
Type: MMus
Identifier: vital:8508
Identifier: http://hdl.handle.net/10948/1189
Identifier: Arts -- Study and teaching -- South Africa
Identifier: Culture -- Study and teaching -- South Africa
Identifier: Teachers -- Training of -- South Africa -- Eastern Cape
Identifier: Curriculum evaluation -- South Africa -- Eastern Cape
Description: “Arts in education are arts that play a radical different role in the open classroom than traditional school. Arts are the real business of reading, writing, math or science” Siberman cited in Mark, (1995:160). This view by Siberman sharply contrasts with my observations in my school. During CASS moderation sessions, teachers bring learner portfolios with no learning activities, others prefer to teach learning areas they are qualified for rather than teaching Arts and Culture because they have no background knowledge in Arts and Culture. The question I wrestled with was: what could be the challenges faced by the Arts and Culture teachers given the fact that training has been conducted since the inclusion of the learning area in the curriculum from 1999 to date? In an implementation evaluation study that I conducted among four schools in the Bizana Area of the Eastern Cape Province, I found out through participant observation, questionnaires and interviews from four sampled senior phase teachers, that some of the participants have stopped teaching Arts and Culture in their schools because ‘they do not know what to teach’. Through the use of a thematic content analysis approach, I found out that many teachers complain about their lack of background knowledge of the art forms and that there is limited time provided in the timetable to teach this learning area. Seemingly, there are still challenges in the implementation of the learning area in this district. The results indicate a serious need for formal training of the Arts and Culture teachers with proper qualifications in more than one art form.
Format: x, 63 leaves
Format: pdf
Publisher: Nelson Mandela Metropolitan University
Publisher: Faculty of Arts
Language: English
Rights: Nelson Mandela Metropolitan University

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