Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study discusses the role of the indigenous picturebook in South Africa and the positive aspects it holds with regards to developing a reading culture in this country. Specific focus is placed on postmodern picturebooks and it discusses why these types of books are more succesfulsuccessfulin teaching children to read than “traditional” picturebooks, and finally to promote a healthy reading culture. The main argument is that picturebooks occupy a void where different factors such as didactic and economic elements should be taken into consideration. The possible role picturebooks can play in the rehabilitation of the dying Nama language and culture is also considered as well as links between Nama and Afrikaans stories. HibridityHybridity theory is also taken into account and possibilities of merging Afrikaans and Nama to create a bilingual picturebook is also explored. The picturebook is also discussed as a form consisting of different factors.These factors include elements regarding narrative theory and semiotics. The premise of this discussion is based on Roland Barthes’ theory regarding the meaning of signs, namelysemiotics. Narrative theory is also taken into consideration with special reference to Perry Nodelman’s theory regarding the combination of narratology and semiotics in the dissection of picturebooks. In the conclusion it is discussed why it is very important for writers and illustrators to have a sound understanding of the theory regarding picturebooks in order to create quality picturebooks. The main theme in this study is that picturebooks are a perfect medium for children to learn how to read and develop their visual literacy. / AFRIKAANSE OPSOMMING: Hierdie studie bespreek die inheemse kinderprenteboek in Suid-Afrika en die bydrae wat dit kan lewer om hierdie land se agteruitgaande leeskultuur te stuit. Die postmoderne kinderprentboek word uit die oogpunt van 'n illustreerder bespreek deur klem te plaas op die positiewe bydrae wat hierdie tipe boeke tot 'n gemeenskap se leeskultuur kan lewer. Daar word hoofsaaklik geredeneer dat kinderprenteboeke in Suid–Afrika oor die algemeen 'n problematiese ruimte beset waar elemente soos die didaktiese invloed, die ekonomie en ook taal in ag geneem moet word. Hierdie verhandeling ondersoek ook die rol wat die inheemse kinderprenteboek kan speel in die behoud van die sterwende Nama gemeenskap se taal en kultuur, asook die verband tussen Afrikaans en Nama. Deur te kyk na hibriditeitsteorie word ook bepaalof Afrikaans en Nama suksesvol saam in 'n kinderprenteboek kan funksioneer. Die verskillende faktore wat tot die kinderprenteboek as 'n geheel bydra, word ook bespreek, naamlik narratief- en semiotiekteorie. Deur staat te maak op Roland Barthes se semiotiekteorie en Perry Nodelman se narratiefteorie word kinderprenteboeke as 'nkunsvorm bespreek. Die gevolgtrekking van hierdie studie bespreek waarom dit vir illustreerders en skrywers van kinderprenteboeke noodsaaklik is om te besef hoe kinderprenteboeke as 'n visuele teks funksioneer om sodoende'nkwaliteit produk vir kinders te kan skep. Die kinderprenteboek is 'nideale medium waarin kinders kan leer om teks en beeld bymekaar te bring.

Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Young learners with reading and writing difficulties cannot reach their full potential in school. Teachers, parents and illustrators of children’s books cannot assume the efficacy of illustrations as an aid in developing reading skills as a matter of course. Pierre Bourdieu’s habitus theory explains perceptual diversity. Illustrations, as varied visual contexts, can be interpreted in different ways and, therefore, also provoke different meanings. The thesis proposes that the young learner should be provided with a diversity of visual stimulants. The thesis proposes that such visual stimulants comprise multiple characterising in illustrated form. / AFRIKAANSE OPSOMMING: Jong leerders met lees- en skryfprobleme kan nie hul volle potensiaal bereik nie. Onderwysers, ouers en illustreerders van kinderboeke kan nie die effektiwiteit van illustrasies as hulpmiddel in die ontwikkeling van leesvaardighede as vanselfsprekend aanvaar nie. Pierre Bourdieu se habitusteorie verduidelik perseptuele verskille in die registrasie van beeld en teks. Illustrasies, as gevarieerde visuele kontekste kan op verskillende maniere geïnterpreteer word en daarom roep dit verskillende betekenisse op. Die tesis stel voor dat die jong leerder variasies in visuele stimulante behoort te ontvang. Die tesis stel ook voor dat sodanige visuele stimulante multikarakterisering in geïllustreerde vorm behels.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study comprises a comparative visual analysis of three picture books, illustrated by Steven Kellogg, Posy Simmonds and Edward Gorey. The illustrators reinterpret the cautionary tale, Matilda, who told lies and was burned to death by Hilaire Belloc (1908). Not only does this study present a brief historical overview of the genre but it also interrogates the manner in which different styles of illustration underscore the pedagogical didactic narrative. The visual interpretations of these three illustrators are compared in order to establish whether or not they have succeeded in sustaining the subversive or grotesque elements of this cautionary tale. Belloc’s narrative as well as the illustrations are analysed in terms of gender. I discuss my own version of Belloc’s cautionary tale as a parody of this tale that serves to exaggerate the sometimes overt gendering of girl characters in cautionary tales. / AFRIKAANSE OPSOMMING: Hierdie skripsie behels die visuele analise van drie verskillende prenteboeke, onderskeidelik geillustreer deur Steven Kellogg, Posy Simmonds en Edward Gorey. Al drie illustreerders bied ʼn visuele herinterpretasie aan van die vermaan-vers Matilda, who told lies and burned to death deur Hilaire Belloc. Die skripsie bied nie net ʼn geskiedkundige oorsig oor die genre nie, maar ondersoek die manier waarop verskillende illustrasie-style die opvoedkundige, didaktiese narratief onderstreep. Die illustreerders se prenteboeke word vergelyk en daar word vasgestel of hulle daarin geslaag het om die subversiewe en selfs groteske elemente in hierdie vermaan-verhaal te behou. Belloc se narratief en die illustrasie daarvan is ook in terme van gender geanaliseer. Ek bespreek my eie weergawe van Belloc se vermaan-verhaal, wat ek aanbied as ʼn parodie om die soms duidelike “gendering” van meisie-karakters in vermaan-verhale te oordryf.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Contemporary South African artist William Kentridge’s experimentation with the visual strategies of European modernism and nineteenth-century optical devices, particularly the fragmented figure and shadow perception, has been well documented in contemporary cultural discourse. It is, however, something for which he is often criticized. In this dissertation I will demonstrate that Kentridge’s enduring interest in European modernism and the processes of human perception are in fact inextricably linked. I will further argue that the significance of this connection resides in that they are both critical visual strategies for exploring the fragmented nature of a postmodern postcolonial subjectivity in a South African contemporary cultural context. Kentridge’s concern with the subjective nature of the construction of knowledge, of the space between seeing and knowing, memory and reality, is a central motif in his art practice and is understood to be a personal attempt to reconcile his present with the past, South Africa’s colonial history with Western history and modernism with postmodernism. Shaped by theories of altermodernity, neomodern anthropology, and the relationship between the observer and ‘the gaze’ in contemporary discourse, my dissertation will thus also argue that Kentridge’s interrogation of the fragmented nature of human subjectivity could be regarded as being ethnographic and Gothic in nature. His multi-channel video installation, I am not me, the horse is not mine (2008), will provide the key visual text for my argument, for it is in this artwork that the inseparability of these concerns are best exemplified, particularly in his experimentation with fragmentation, the Russian avant-garde and shadows. I conclude this research with a discussion of my own creative work, which is a re-imagining and critical investigation of my maternal grandfather’s archive of late eighteenth-century family silhouette portraits. As such, I interrogate notions of subjectivity, human perception and an ‘altermodern’ anthropological quest through a personal lens, in the context of the broader concerns raised by Kentridge’s work. / AFRIKAANSE OPSOMMING: Die kontemporêre Suid-Afrikaanse kunstenaar William Kentridge se eksperimentering met die visuele strategieë van die Europese modernisme en negentiende-eeuse optiese toestelle, veral die gefragmenteerde figuur en skaduwee persepsie, is goed gedokumenteer in die hedendaagse kulturele debat. Dit is egter ook waarvoor hy dikwels gekritiseer word. In hierdie verhandeling sal ek aantoon dat Kentridge se volgehoue belangstelling in die Europese modernisme en die prossese van menslike waarneming onlosmaaklik aan mekaar verbind is. Ek sal verder aanvoer dat die betekenis van hierdie verband daarin geleë is dat albei krities belangrike visuele strategieë is waardeur die gefragmenteerde aard van 'n post-moderne, post-koloniale subjektiwiteit in ‘n Suid-Afrikaanse kontemporêre kulturele konteks verken kan word. Kentridge se besorgheid oor die subjektiewe aard van die konstruksie van kennis, van die ruimte tussen ‘om te sien’ en ‘om te weet’, herinneringe en die werklikheid, is ‘n sentrale motief in sy kuns. Dit word beskou as 'n persoonlike poging tot versoening tussen sy hede en die verlede, Suid-Afrika se koloniale geskiedenis en die Westerse geskiedenis, en modernisme en post-modernisme. My verhandeling is gebaseer op die teorieë van alter-moderniteit, neo-moderne-antropologie, en die verhouding tussen die waarnemer en ‘die staar na’ in kontemporêre debat. Ek neem dus ook standpunt in dat Kentridge se ontleding van die gefragmenteerde aard van die menslike subjektiwiteit beskou kan word as etnografies en Goties van aard. Sy multi-kanaal video-installasie, I am not me, the horse is not mine (2008), sal die sleutel visuele teks in my beredenering wees, aangesien dit is in hierdie kunswerk is dat die onlosmaaklikheid van hierdie verskynsels die beste beliggaam word, en veral ook in sy eksperimentering met fragmentering, die Russiese avant-garde en skaduwees. Ek sluit die navorsing af met ‘n bespreking van my eie kreatiewe werk, wat ‘n herinterpretasie en kritiese ondersoek van my grootvader aan moederskant se argief van die laat agtiende-eeu se familie silhoeët portrette. As sodanig, sal ek, in die konteks van die breë knelpunte wat in Kentridge se werk voorkom, die begrippe van subjektiwiteit, menslike waarneming en ‘n ‘alter-moderne’ antropologiese strewe deur ‘n persoonlike lens ontleed.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study comprises a philosophical investigation into the development of a non-representational resistance against the State, with specific focus on the role of the imagination in both repression and the struggle for freedom. Using Deleuze & Guattari’s non-representasional ontology, the researcher argues that Deleuze and Guattari’s ontological system can be described as an ontological anarchy, which supplies us with tactics of resistance that strongly deviates from traditional Representational or Revolutionary models of resistance. Building on a discussion of Situationism and Hakim Bey’s T.A.Z, the argument is made that these non-representasional resistive tactics could ‘open’ the category of art up to a whole network of creative and life practices – a transformation that has the ability to free art as well as the everyday. In stead of refecting back on a supposed ‘background’ Reality, this resistance relies on the ontologically anarchic practice of reality production. The idea of the non-ordinary or peak experience, assosiated with sorcery, plays a crucial role in this production process, and the argument is made for the use the of these experiences to create a lasting peak experience, ultimately constituting a shared level of peak intensity between people that the researcher calls ‘the revolution of the imagination’. Key words: ontology, anarchy, anarchism, the State, resistance, revolution, imagination, complexity, ontology of art, poststructuralism, Representation, non-representationality, peak experience, sorcery, the everyday, Situationism, psychogeography, geophilosopy, phenomenology. / AFRIKAANSE OPSOMMING: Hierdie studie is ʼn filosofiese ondersoek na die ontwikkeling van ʼn nie-representasionele weerstand teen die Staat, met besondere klem op die rol van die verbeelding in die onderdrukking van, sowél as die stryd om vryheid. Deur middel van Deleuze & Guattari se nie-representasionele ontologie word daar tussen Representasie, wat met die Staat as komplekse en gesamentlik geproduseerde sosiale konfigurasie verband hou, en nie-representasionaliteit, wat met anargisme saamhang, onderskei. Die navorser voer aan dat Deleuze & Guattari se ontologiese sisteem as ʼn ontologiese anargie beskryf kan word wat ons van weerstandstaktieke voorsien wat sterk van tradisionele Representasionele of Rewolusionêre weerstandsmodelle afwyk. Na aanleiding van ʼn bespreking van Situasionisme en Hakim Bey se T.A.Z word daar betoog dat hierdie nie-representasionele weerstandstaktieke, die kategorie van kuns kan ‘oopmaak’ tot ʼn hele netwerk van ander kreatiewe en lewenspraktyke – ʼn transformasie wat terselfdertyd kuns én die alledaagse kan bevry. In plaas daarvan om terug te kaats op ʼn veronderstelde ‘agtergrond’- Werklikheid, gaan dié stryd om die ontologies anargiese praktyk van werklikheidsproduksie. Die idee van nie-gewone ervaring, of die spitservaring, wat met towery geassosieer word, speel ʼn sentrale rol in hierdie produksie, en daar word aangevoer dat dit gebruik kan word om van álle ervarings ʼn verlengde spitservaring te maak – ʼn gedeelde vlak van intensiteit onder mense wat die navorser ‘die rewolusie van die verbeelding’ noem. Trefwoorde: ontologie, anargie, anargisme, die Staat, weerstand, rewolusie, verbeelding, kompleksiteit, ontologie van kuns, poststrukturalisme, Representasie, nie-representasionaliteit, spitservaring, towery, die alledaagse, Situasionisme, psigogeografie, geofilosofie, fenomenologie.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This is a study about the inner workings of an illuminated poem – about the dialogue that develops between poetry and illustration when they encounter each other on the page. However, the illuminated poem is more than just a relation between words and images, it is also a composite art in its own right. This study explores the dynamic of this particular type of imagetext by firstly claiming that the illuminated poem embodies a moment of indiscipline and secondly, by positing that illustration should contribute to this pairing by acting as a manifestation of illumination, instead of posturing as merely ‘illustrative’ or decorative. The inherent indisciplinarity of the illuminated poem as an imagetext is dissected – it is simultaneously two independent art forms and an integrated one; it can therefore be seen as both an interdisciplinary concern and a new art form. The illuminated poem as a visual art blurs the boundaries between words and images, upending the traditional, rigid boundaries of image-­‐text discourse. Additionally, a meandering narrative is set in motion when poetry and illustration engage in an illuminated poem – a slower, involved, cross-­‐pollinating reading that results in the activation of a reader’s imagination. The idea of Illumination is thus examined as both an orchestrated, visual choice and an active, conjuring process. Various strategies of illumination – with which illustration can open up a poem to new conceptual and narrative possibilities – are also discussed. These theories of interplay and interaction are then applied to an analysis of And all men kill the thing they love, an illuminated poem by Sara Fanelli and Oscar Wilde, revealing some of the ways in which illustration and poetry act as co-­‐conspirators and collaborators when they engage in a moment of indiscipline. / AFRIKAANSE OPSOMMING: Hierdie is ‘n ondersoekende studie na die dieperliggende werking van ‘n “illuminated” gedig. Die studie fokus op die dialoog wat ontstaan wanneer ‘n gedig en illustrasies mekaar op papier ontmoet. Die “illuminated” gedig is egter soveel meer as net die saamgestelde som van woord en beeld – dit is ook ‘n verstrengelde nuwe kunswerk in eie reg. Hierdie studie verken die dinamiek van dié besondere soort beeldteks deur, eerstens, te verklaar dat “illumination” ‘n moment van ongedissiplineerdheid behels en, tweedens, deur te verwag dat die illustrasies bydra tot hierdie verhoudingsdinamika deur ‘n manifestasie van “illumination”, pleks van net ‘illustrerend’ of dekoratief, te wees. Die inherente ongedissiplineerdheid van die “open-­‐ended” gedig as beeldteks word ondersoek – dit vorm tegelykertyd twee onafhanklike kunsvorms en ‘n geïntegreerde geheel; dit kan dus beskou word as beide ‘n interdissiplinêre kunswerk en ‘n nuwe kunsvorm. Die ‘mengsel’-­‐gedig as visuele kunsvorm oorskry die bekende grense tussen woorde en beelde en gooi alle rigiede, streng-­‐tradisionele riglyne van die beeldteks-­‐geding omver. Die verhaaltrant volg kronkelpaaie wanneer digkuns en illustrasie slaags raak op papier of meedoen aan die “open-­‐ended” gedig – ‘n stadiger, meer betrokke, kruisbestuiwende leestempo word afgedwing, wat sodoende die leser se verbeelding aktiveer. Die idee van “illumination” word dus ondersoek as beide ‘n georkestreerde, visuele keuse en ‘n meelewende (verwonderings)proses. Verskeie verhelderings-­‐ moontlikhede – waardeur illustrasie ‘n gedig kan ontsluit om nuwe konseptuele en vertellingsmoontlikhede te ontgin – word ook bespreek. Hierdie teoretiese benadering van ‘n heen-­‐en-­‐weer-­‐spel se wisselwerkende interaksie word dan toegepas op ‘n analise van And all men kill the thing they love, ‘n “illuminated” gedig deur Sara Fanelli en Oscar Wilde. Verskeie wyses waarop illustrasie en digkuns as samesweerders en samewerkers kan optree wanneer hulle hulself in ‘n oomblik van ongedissiplineerdheid bevind, word aangetoon.

Thesis (MA(VA))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The challenges that have occurred within the South African education context could be ascribed to the country’s political history. This is a history that includes more than three hundred and fifty years of colonialism, which has had a direct influence on the more recent Apartheid regime. Colonial and apartheid history have remained deeply ingrained in the mind-sets of South African citizens, where a sense of strict binary and hierarchal thinking is present. Feeding on the ideologies of the past, it manifests and perpetuates itself specifically within spaces of learning. The purpose of this study is to investigate how 'Othered' identity is described and experienced within spaces of learning at the Visual Arts Department at Stellenbosch University. The study is approached from a qualitative perspective, utilizing an interpretative process of collecting and analyzing data. A case study was conducted and the process involved interviews with four lecturers and eight students at the Visual Arts Department at Stellenbosch University. The investigation of ‘Othering’ within spaces of learning at the Visual Arts Department highlighted themes of ‘Othering’ and social and economic circumstances; ‘Othering’ and feelings of discomfort and pretence; ‘Othering’ and language; and ‘Othering’ and culture. Strategies regarding ‘Othering’ also emerged from the data highlighting two themes, bridging courses and diversity within spaces of learning. My findings include that ‘Othering’ is still prevalent within spaces of learning at the Visual Arts Department. Most lecturers and students seemed to be in agreement that ‘Othering’ should be addressed. It is suggested that promoting and combining processes of critical citizenship and reflective thinking within spaces of learning may encourage a necessary dialogue between lecturers and students. By improving the dialogue between lecturers and students, it may facilitate a relationship founded on mutual trust necessary for personal growth and growth within spaces of learning. It is further suggested that creating spaces of learning that are more diverse could contribute to this and provide enriching learning experiences for both lecturers and students. / AFRIKAANSE OPSOMMING: Die uitdagings binne die Suid-Afrikaanse konteks kan toegeskryf word aan die land se politieke geskiedenis. Dit is ‘n geskiedenis wat bestaan uit meer as driehonderd en vyftig jaar van kolonialisme, wat ‘n direkte invloed op die meer onlangse Apartheid regering gehad het. Koloniale en apartheids geskiedenis is diep gewortel binne die denkwyses van Suid-Afrikaners, waar streng binêre denkwyses en hierargie heers. Na aanleiding van die verskeie ideologieë van die verlede, word hierdie denkwyse spesifiek manifisteer en herhaal binne leerruimtes. Die doel van hierdie studie was om te ondersoek hoe ‘Othered’ identiteit beskryf en ervaar word binne leerruimtes by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die studie is vanaf ‘n kwalitatiewe hoek benader en maak gebruik van ‘n interpretatiewe proses deur data versameling en analise. ‘n Gevallestudie was as navorsingsmetode gebruik en die proses het bestaan uit onderhoude met vier dosente en ag studente by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die ondersoek van ‘Othering’ binne leerruimtes by die Visuele Kunste Departement het temas van ‘Othering’ en sosiale en ekonomiese omstandighede, ‘Othering’ en gevoelens van ongemak en voorgee; ‘Othering’ en taal; en ‘Othering’ en kultuur identifiseer. Strategieë ten opsigte van ‘Othering’ is ook vanaf die data identifiseer, waarvan twee temas spruit, naamlik oorbruggings kursusse en diversiteit binne leerruimtes. My bevindings sluit in dat ‘Othering’ nogsteeds binne die leerruimtes van die Visuele Kunste Departement ondervind word. ‘n Groot aantal dosente en studente stem ooreen dat dit baie voordelig sou wees om ‘n kombinasie van kritiese en refleksiewe denk prosesse binne leerruimtes in te sluit, soos ‘n nodige dialoog tussen dosente en studente. Deur die dialoë tussen dosente en studente te verbeter, kan dit ‘n verhouding fasiliteer wat gevestig is op gemeenskaplike vertroue, nodig vir persoonlike groei en groei binne leerruimtes. Dit word verder aangeraai dat leerruimtes wat meer divers is, ‘n bydrae kan maak tot verrykende leer ervarings vir beide dosente en studente.

Thesis (MA(VA))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This thesis investigates adults who play. Through my investigation, I discovered that play for adults is not distraction or a waste of time as is generally accepted. It is a basic need and necessary for survival. Although there are different forms of play, such as sport matches, hobbies and gambling, I specifically focus on play where objects can be created. This type of play is inherently more creative and stimulates lateral thinking. In play there is a freedom and safe environment which is not necessarily tied to reality. At the same time it is a self-reflective discovery process which stimulates brain activity. In my practice I use plastic bags as an accessible and malleable material to design and make contemporary jewellery. It is a way to act as an active agent in the world, rather than a passive consumer. The discussion of my art pieces forms the primary research of the thesis and is supported by theoretical research. In the process of making a deeper understanding and knowledge is extracted, which can be established through ritual play. New connections are formed in the brain and contrasting ideas can be linked which would otherwise not have happened. Play has value because it does not only stay in ‘play state’. It can spill over to the confrontation, questioning and uniting of the sociological, economical, cultural and political contrasts in my immediate South African environment. Consequently play contributes to our ability to adapt, process everyday contradictions (such as social inequality) and find creative solutions. Furthermore, it possesses the potential to contribute to our social wellbeing, happiness, trust, the will to share and to live empathetically. / AFRIKAANSE OPSOMMING: Hierdie tesis handel oor volwassenes wat speel. Deur my ondersoek ontdek ek dat spel vir volwassenes nie afleiding of ʼn mors van tyd is soos algemeen aanvaar word nie. Dit is ʼn behoefte en noodsaaklik vir oorlewing. Alhoewel daar verskillende vorme van spel is, soos byvoorbeeld sportkragmetings, stokperdjies, dobbelary, fokus ek spesifiek op spel waar objekte gemaak word. Dié tipe spel is inherent kreatief en stimuleer laterale denke. In spel is daar is ʼn vryheid en veilige ruimte wat nie met die werklikheid verenig hoef te word nie, maar terselfdertyd is dit ʼn self-refleksiewe ontdekkingsproses wat breinaktiwiteite verhoog. In my praktyk maak ek gebruik van plastieksakke as toeganklike en vervormbare materiaal om kontemporêre juweliersware te ontwerp en te maak. Dit is ’n manier om as ʼn aktiewe agent in die wêreld op te tree, eerder as ’n passiewe verbruiker. Die bespreking van my kunswerke vorm die primêre navorsing van die tesis en word ondersteun deur teoretiese navorsing. In die maakproses word daar ʼn dieper begrip en kennis ontgin wat vasgelê kan word deur rituele spel. Nuwe konneksies word in die brein gevorm en kontrasterende idees kan verbind word wat nie andersins sou plaasvind nie. Spel is waardevol omdat dit nie net in die ‘spel toestand’ bly nie. Dit kan oorspoel na die konfrontasie, bevraagtekening en vereniging van sosiologiese, ekonomiese, kulturele en politiese kontraste in my onmiddellike Suid-Afrikaanse omgewing. Gevolglik dra spel by tot ons vermoë om aan te pas, alledaagse teenstrydighede (soos sosiale ongelykheid) te verwerk en kreatiewe oplossings te vind. Dit besit verder die potensiaal om by te dra tot ons sosiale welstand, gelukkigheid, vertroue, die wil om te deel en empaties te lewe.

Thesis (PhD (Visual Arts))--University of Stellenbosch, 2006. / In this thesis I deconstruct key concepts, terminologies, and rhetorical conventions employed in white South African writing on modern black art. I trace the genealogy of the dominant discursive practices of the apartheid era to the cultural discourses of the colonial era, which in turn had their origins in the Enlightenment. This genealogical tracing aims to demonstrate that South African art writing of the 20th century partook of a tradition of Western writing that was primarily intent upon producing the Western subject as a rational Enlightenment agent via the debased objectification of the colonial Other. In the process of the deconstruction, I identify the most significant discursive shifts that occurred from the 1930’s, when the first publications emerged, to the 1990’s, when South Africa’s new political dispensation opened up a different cultural landscape.

Thesis (MA (VA)(Visual Arts. Jewellery Design))--University of Stellenbosch, 2006. / In this thesis I concern myself with a rather particular process of making jewellery – a creative process which epitomises repetitive, labour-intensive and timeconsuming actions, results in an “optimal” experience (Csikszentmihalyi 1990) and leads to meticulous and refined products. In dealing with this process I present its conceptual framework which I understand as a sequence of physical, mental and emotional elements through which I move from fascination (the initiating factor of the process) to product (a concrete and legitimising by-product of the process). As I progress from fascination to product, I move through the distinct, yet interwoven stages of ideation, planning and preparation, production, meditation, incubation and insight. These stages, together with fascination and product, constitute a continuous, three-dimensional spiralling form which characterizes the conceptual structure of my process. Within that conceptual structure, I differentiate between the phase of decisionmaking and the “experiential” phase (here signifying “to experience”). The former phase comprises the stages of ideation, planning and preparation, and production; whereas the latter phase stretches over the stages of production, meditation, incubation and insight. I define decision-making as a sequential thought-process and distinguish between an open-ended and a highly restricted or defined type of decision-making. The open-ended type takes the form of free experimentation and dominates the stage of ideation, leading to those ideas which I choose to translate into concrete jewellerypieces. As I move from ideation to planning and preparation, and subsequently to production in developing and implementing my idea, I increasingly make use of the restricted type of decision-making in the form of relying on previously accumulated knowledge and experience. Understanding decision-making as “a logical process leading to a conclusion” (Loy 1988:146), I interpret decision-making in general, and the restricted type in particular, in terms of the philosophical notion of dual thoughtprocesses, based on the causally and sequentially linked elements of decision-making. As the stage of production progresses, the dual thought-processes of decisionmaking are increasingly relegated to my sub-conscious. Consequently, my consciousness is free to engage in what I refer to as meditation, as a result of which I move into the experiential phase of my process. My meditative state of mind can be ascribed to non-dual, spontaneous and random thought-processes which bring with an atmosphere of incubation out of which insights arise. As a result of my non-dual mind-set I experience both my thinking and my acting during meditation as non-dual, accumulating or resulting in an exhilarating, overtly positive, worthwhile and fulfilling experience. Even though this experience acts as a motivation for engaging in the process and is therefore of enormous significance, the tangible product of the process does serve a legitimizing function as it endows my almost excessively time-consuming and labour-intensive acts with purpose. However, as a result of the input of enormous amounts of personal energy over prolonged time-spans my process leads to an intimate relationship between my products and me, causing a dilemma and paradox as I struggle to let go of my jewellery-pieces.