The main objective of this study was to document, systematize and analyse the contributions of some leading Physical Educationists to the establishment and development of Physical Education in South Africa. The main methodological approach used to realise this objective was the historical-analytical method, by which the data were systematized and analysed thematically and chronologically. With a view to the systematization of data, tilt! following main aspects were chosen according to which the contributions were analysed: • Training and instruction • Research and publications • Administrative and organisational aspects - in particular to Physical Educational and sports associations and professional journals. Although several factors were considered in determining the value of the contributions, the emphasis fell on the nature, extent and quality of the contributions made in the fields already mentioned. To do research on only a few Physical Educationalists, a selection had to be made from 35 leading persons in this field in South Africa. Information on the work, approaches and involvement of these 35 persons were obtained by personal interviews and correspondence, and by studying documents, annual reports, minutes, journals, newspapers, dissertations and theses. After the relevant information had been gathered, the following criteria were applied to analyse the contributions of the chosen persons and to select three of them for further study: 1. Training and instruction 1.1. Establishment and development of the subject 1.1.1. Administrative control over training and instruction 1.1.2. Institution of courses and subjects, as well as the compilation of syllabuses 1.1.3. Implementation and expansion of facilities and equipment 1.1.4. Methods of presentation and aids used 1.2. Personal influence 2. Research 2.1. Own research 2.2. Project leadership and assistance to students 2.3. Publications 2.4. Papers presented 3. Administrative and organising aspects 3.1. Associations for Physical Education 3.2. Sports associations 3.3. Physical Educational journals 3.4. Festivals and public appearances 3.5. Other projects, such as fitness programmes and film production The application of this set of criteria to the nature, extent and quality of the work by the previously mentioned 35 persons facilitated the selection process, but still could not succeed in pinpointing only three persons for the study. For this reason, additional criteria were chosen according to which three persons could responsibly be selected. These criteria were connected with aspects such as the geographical regions where the persons worked for the longest periods of time; the particular subjects or fields of interest in which they specialised; the specific fields in which they made their most important contributions; and the period in which they made the contributions. On the basis of these additional criteria, the following three persons were selected: J.W. Postma, C.M. Smit and D.P.J. Smith The contributions of these three persons to the development of the subject of Physical Education in South Africa were dealt with under the following headings: 1. Biographical sketch 2. Views on Physical Education and sport 3. Contributions to training and instruction 4. Research contributions 5. Contributions particular to Physical Educational and sports associations and professional journals To provide the necessary background information and to get a dear picture of the position these three persons had in the history of Physical Education in South Africa, as well as the conditions in which they had to work, one chapter was set aside for a survey of the development of Physical Education in South Africa between 1900 and 1982. Following that, the contributions of J.W. Postma, C.M. Smit and O.P.J. Smith to the development of the subject were dealt with in separate chapters. During the study the following conclusions were drawn with regard to the contributions of J.W. Postma, C.M. Smit and D.P.J. Smith to the development of Physical Education in South Africa. J W POSTMA Postma's contribution should be viewed in the light of the circumstances in which Physical Education was presented at that time. These were the formative years of Physical Education and Postma had to do pioneering work in various fields. Whereas certain aspects of the subject are nowadays being taken for granted, Postma then had to fight for the subject's right of existence. Postma's most important contribution with regard to the training of students of Physical Education was his management and the development of the Department of Physical Education at the University of Stellenbosch. He made a special contribution to the institution and development of courses and subjects, as well as the drafting of syllabuses. He was responsible for the institution of the section of Tests and Measurements in the Physical Education course at the Department. The importance of including this section in a Physical Education course has since been realised by other educational institutions. It is therefore largely owing to Postma (as well as Smith) that Tests and Measurements (later called Evaluation) was included in the courses for Physical Education students in South Africa. Besides Tests and Measurements, Postma also contributed to other theoretical sections of the subject such as Anthropometry, Principles, Method and Organisation, and Administration. He expanded factual knowledge on these subjects at Physical Education Departments throughout South Africa by means of publications and papers. Postma also strove for the implementation of better training facilities, especially in research. He also saw to it that the most vital scientific reference works and journals were made available to Physical Education students. Postma was an enthusiastic lecturer• and inspired his students. Postma's most important contribution in the field of research lies in the fact that he was one of the first Physical Educationalists in South Africa to begin research on the subject. Not only did he personally undertake many research projects, but he also inspired his students to do research and gave them valuable critical guidance in their work. The fact that Postma was an expert in the field of Physical Education as a whole, led to several publications on a wide spectrum of subsections within the subject. The large number of publications for which he was responsible, ensured that his views on the subject were propagated throughout South Africa. His book Inleiding tot die Liggaamlike Opvoedkunde should be seen as his biggest and most important research contribution to the development of the subject. Postma's involvement with Physical Educational journals and organisations in South Africa ensured growth in these two fields of the subject. Postma made a particularly valuable contribution to the development of the South African Association for Sport Science, Physical Education and Recreation. He was responsible in various capacities and in several fields for the establishment and development of this organisation. He can be seen as one of the most important founder members of this body, which came to be known as SAASSPER, and which is highly esteemed. C.M. SMIT As was the case with Postma, Smit had to pioneer and found the subject and had to fight for its development and survival. His contributions were especially in the following fields: the establishment and development of Physical Education at schools and Physical Educational organisations; the establishment and development of Physical Education and sport at the University of Pretoria; the development of the subject by means of research and publications, as well as through services rendered to Physical Educational and sports associations. With regard to the development of training and instruction as part of Physical Education, Smit did important work in two aspects. In the first instance, he did pioneering work as the first organiser of Physical Education at the Union Education Department and the National Advisory Council for Physical Education (NACPE). He had the gigantic task of establishing Physical Education at the widely diffused schools of the Union Education Department and to advise all voluntary physical culture clubs throughout the country. To succeed in this, he had to design new systems, present training courses, give professional advice, decide on the purchase and supply of Physical Educational and sports equipment, and manage several administrative affairs. One of Smit's biggest assets was his ability to instill in teachers and instructors his own knowledge, love and enthusiasm for Physical Education. During his involvement with the Union Education Department and NACPE Smit was responsible for the compilation of the national syllabus for Physical Education in South Africa. This can rightly be seen as one of Smit's most important contributions to improve the instruction of Physical Education in South Africa. Secondly, Smit made a great contribution to promote the training and instruction of Physical Education in South Africa by the work he did as professor at the Depa1•tment of Physical Education and as Director of the Institute for Physical Education at the University of Pretoria. He had to establish and manage both these departments. He was responsible for the creation of sport structures at the University of Pretoria, the planning and development of sport grounds, the purchase of equipment and for adv1sing sport clubs. As head of the Department of Physical Education, he had a big part in the instituting and developing courses and subjects, as well as in making adjustments and changes to upgrade the quality of training of Physical Education students. The standard of training was improved further by Smit's constant efforts to increase the quality of the facilities used in training. In this regard, special mention has to be made of the construction of the building in which the Department of Physical Education is housed, and the building of the L. C. de Villiers Stadium and sport grounds. The efficient way in which Smit managed the Department of Physical Education led to the expedient and effective training of students. Apart from the efficient control which Smit had over the Physical Education building and its staff, he also made an effort to maintain good relation between the personnel and students. For example, he took the initiative in organising Physical Education tours and forming a Physical Education Society at the University of Pretoria. Because of the heavy work load that Smit had to bear during his employment at the University of Pretoria and the Union Education Department, he had little time left for research work and publications. He tried to expand his knowledge of the subject by studying publications, undertaking study tours and attending conferences on Physical Education. His contribution to research on the subject consisted of some research projects he completed on his own, as well as guidance to post-graduate students. With regard to publications, he was responsible for some books (mostly as co-author) and several articles published in journals such as Physical Education and Vigor. Smit contributed his services to outside organisations. He was involved in the South African Association for Sport Science, Physical Education and Recreation from r its inception. During this time he acted as chairman (1952) and worked on several of the organisation's committees. Apart from being involved in several branches of sport at the University of Pretoria, he also offered his services to national and provincial sport bodies. D.P.J. SMITH As was the case with Postma and Smit, Smith's contributions to the development of Physical Education in South Africa should be seen against the circumstances surrounding the subject at that time. Because the subject was not given recognition, Smith had to do pioneering work in many fields. He was one of the few Physical Educationalists who succeeded in making a balanced contribution to each of the following aspects of the subject: training, research and services rendered to outside organisations. Smith's contributions in the field of training are mainly related to his involvement with the Potchefstroom Teachers' Training College and the Potchefstroom University. He was the first person to be permanently appointed as lecturer of Physical Education at the Potchefstroom University. In this capacity he was not only responsible for the training of Physical Education students, but also for the organis11tion and presentation of advancement classes for teachers. In both cases Smith did pioneering work, especially in the establishment and development of Physical Education courses and subjects, as well as the compilation of syllabuses for these subjects. Because of his efforts to improve the quality and quantity of Physical Educational facilities and equipment at the College, the standard of instruction improved. During this time Smith was also responsible for the organisation and presentation of several exhibitions related to Physical Education. In this way the public was introduced to the nature, content and methods of instruction of the subject, and prospective students were motivated and recruited. Smith's work as lecturer, marked by enthusiasm, energy and purposefulness in presenting the subject, played a definite role in improving the standard of training at the College's Department of Physical Education. The contributions Smith made to training during his involvement with the Potchehtroom University, can be summarised as follows: In the first place he established and developed the Department of Physical Education at the University. Due to his capable administration of the Department, the training of students could be effected successfully and effectively. In the second place Smith did pioneering work in the institution of courses and subjects, as well as the compilation of syllabuses. He saw to it that the contents of the courses were scientific, applicable and practical. In the third instance, the quality of instruction which Smith offered his students was exceptionally high. Not only were his lectures well prepared, systematic and of a high standard, but his method of presentation was also stimulating, interesting and very effective. His example had a positive influence on his students. In the fourth instance, the standard of instruction was improved due to the acquisition of better facilities and equipment, which was largely the result of Smith's efforts. Smith's contributions in the field of research in Physical Education can be summarised as follows: He did pioneering work in establishing research in Physical Education at the Potchefstroom University. He provided expert and inspired guidance to students in their own research projects. He maintained good contact with experts and remained informed on new developments in the subject by attending conferences and symposia. He was responsible for several publications which were scientific, orderly and polished. With regard to services rendered to outside organisations, Smith made large and valuable contributions. Apart from his involvement with organisations such as the Road Safety Council and the Church, Smith did extremely valuable work for Physical Educational and sports associations. He was involved in the research section and several committees of the Physical Educational organisation SAASSPER, and made valuable contributions during discussions at its conferences. In the field of sport, he offered his services in various capacities, such as coach, administrator, selector, official and president, on club and national level. Although he was principally concerned with athletics and tennis, his assistance was valuable to sportsmen across the board. For him it was his life's work to be of service to sportsmen and sports women. He was also of service to the public through his involvement with several fitness projects. In the 1940's he presented exercise classes to the public in Parys, and during the 1960's and 70's he played a leading role in fitness projects launched by the National Fitness Scheme. CONCLUSION This study showed that the following three leading South African Physical Educationalists - J.W. Postma, C.M. Smit and D.P.J. Smith - had made valuable contributions to the development of Physical Education in South Africa. Their contributions were analysed under the following headings: Training and instruction Research and publications Administrative and organising aspects - in particular to Physical Educational and sports associations and professional journals All three of them succeeded to a large extent in maintaining a healthy balance between these three aspects of their work. The researcher hopes that this study will give the Physical Educationalist of today new insight into the origins of this subject and that there will be a renewed appreciation of the work done by the pioneers of Physical Education in South Africa. / Proefskrif (DEd)--PU vir CHO, 1987

The main objective of this study was to document, systematize and analyse the contributions of some leading Physical Educationists to the establishment and development of Physical Education in South Africa. The main methodological approach used to realise this objective was the historical-analytical method, by which the data were systematized and analysed thematically and chronologically. With a view to the systematization of data, tilt! following main aspects were chosen according to which the contributions were analysed: • Training and instruction • Research and publications • Administrative and organisational aspects - in particular to Physical Educational and sports associations and professional journals. Although several factors were considered in determining the value of the contributions, the emphasis fell on the nature, extent and quality of the contributions made in the fields already mentioned. To do research on only a few Physical Educationalists, a selection had to be made from 35 leading persons in this field in South Africa. Information on the work, approaches and involvement of these 35 persons were obtained by personal interviews and correspondence, and by studying documents, annual reports, minutes, journals, newspapers, dissertations and theses. After the relevant information had been gathered, the following criteria were applied to analyse the contributions of the chosen persons and to select three of them for further study: 1. Training and instruction 1.1. Establishment and development of the subject 1.1.1. Administrative control over training and instruction 1.1.2. Institution of courses and subjects, as well as the compilation of syllabuses 1.1.3. Implementation and expansion of facilities and equipment 1.1.4. Methods of presentation and aids used 1.2. Personal influence 2. Research 2.1. Own research 2.2. Project leadership and assistance to students 2.3. Publications 2.4. Papers presented 3. Administrative and organising aspects 3.1. Associations for Physical Education 3.2. Sports associations 3.3. Physical Educational journals 3.4. Festivals and public appearances 3.5. Other projects, such as fitness programmes and film production The application of this set of criteria to the nature, extent and quality of the work by the previously mentioned 35 persons facilitated the selection process, but still could not succeed in pinpointing only three persons for the study. For this reason, additional criteria were chosen according to which three persons could responsibly be selected. These criteria were connected with aspects such as the geographical regions where the persons worked for the longest periods of time; the particular subjects or fields of interest in which they specialised; the specific fields in which they made their most important contributions; and the period in which they made the contributions. On the basis of these additional criteria, the following three persons were selected: J.W. Postma, C.M. Smit and D.P.J. Smith The contributions of these three persons to the development of the subject of Physical Education in South Africa were dealt with under the following headings: 1. Biographical sketch 2. Views on Physical Education and sport 3. Contributions to training and instruction 4. Research contributions 5. Contributions particular to Physical Educational and sports associations and professional journals To provide the necessary background information and to get a dear picture of the position these three persons had in the history of Physical Education in South Africa, as well as the conditions in which they had to work, one chapter was set aside for a survey of the development of Physical Education in South Africa between 1900 and 1982. Following that, the contributions of J.W. Postma, C.M. Smit and O.P.J. Smith to the development of the subject were dealt with in separate chapters. During the study the following conclusions were drawn with regard to the contributions of J.W. Postma, C.M. Smit and D.P.J. Smith to the development of Physical Education in South Africa. J W POSTMA Postma's contribution should be viewed in the light of the circumstances in which Physical Education was presented at that time. These were the formative years of Physical Education and Postma had to do pioneering work in various fields. Whereas certain aspects of the subject are nowadays being taken for granted, Postma then had to fight for the subject's right of existence. Postma's most important contribution with regard to the training of students of Physical Education was his management and the development of the Department of Physical Education at the University of Stellenbosch. He made a special contribution to the institution and development of courses and subjects, as well as the drafting of syllabuses. He was responsible for the institution of the section of Tests and Measurements in the Physical Education course at the Department. The importance of including this section in a Physical Education course has since been realised by other educational institutions. It is therefore largely owing to Postma (as well as Smith) that Tests and Measurements (later called Evaluation) was included in the courses for Physical Education students in South Africa. Besides Tests and Measurements, Postma also contributed to other theoretical sections of the subject such as Anthropometry, Principles, Method and Organisation, and Administration. He expanded factual knowledge on these subjects at Physical Education Departments throughout South Africa by means of publications and papers. Postma also strove for the implementation of better training facilities, especially in research. He also saw to it that the most vital scientific reference works and journals were made available to Physical Education students. Postma was an enthusiastic lecturer• and inspired his students. Postma's most important contribution in the field of research lies in the fact that he was one of the first Physical Educationalists in South Africa to begin research on the subject. Not only did he personally undertake many research projects, but he also inspired his students to do research and gave them valuable critical guidance in their work. The fact that Postma was an expert in the field of Physical Education as a whole, led to several publications on a wide spectrum of subsections within the subject. The large number of publications for which he was responsible, ensured that his views on the subject were propagated throughout South Africa. His book Inleiding tot die Liggaamlike Opvoedkunde should be seen as his biggest and most important research contribution to the development of the subject. Postma's involvement with Physical Educational journals and organisations in South Africa ensured growth in these two fields of the subject. Postma made a particularly valuable contribution to the development of the South African Association for Sport Science, Physical Education and Recreation. He was responsible in various capacities and in several fields for the establishment and development of this organisation. He can be seen as one of the most important founder members of this body, which came to be known as SAASSPER, and which is highly esteemed. C.M. SMIT As was the case with Postma, Smit had to pioneer and found the subject and had to fight for its development and survival. His contributions were especially in the following fields: the establishment and development of Physical Education at schools and Physical Educational organisations; the establishment and development of Physical Education and sport at the University of Pretoria; the development of the subject by means of research and publications, as well as through services rendered to Physical Educational and sports associations. With regard to the development of training and instruction as part of Physical Education, Smit did important work in two aspects. In the first instance, he did pioneering work as the first organiser of Physical Education at the Union Education Department and the National Advisory Council for Physical Education (NACPE). He had the gigantic task of establishing Physical Education at the widely diffused schools of the Union Education Department and to advise all voluntary physical culture clubs throughout the country. To succeed in this, he had to design new systems, present training courses, give professional advice, decide on the purchase and supply of Physical Educational and sports equipment, and manage several administrative affairs. One of Smit's biggest assets was his ability to instill in teachers and instructors his own knowledge, love and enthusiasm for Physical Education. During his involvement with the Union Education Department and NACPE Smit was responsible for the compilation of the national syllabus for Physical Education in South Africa. This can rightly be seen as one of Smit's most important contributions to improve the instruction of Physical Education in South Africa. Secondly, Smit made a great contribution to promote the training and instruction of Physical Education in South Africa by the work he did as professor at the Depa1•tment of Physical Education and as Director of the Institute for Physical Education at the University of Pretoria. He had to establish and manage both these departments. He was responsible for the creation of sport structures at the University of Pretoria, the planning and development of sport grounds, the purchase of equipment and for adv1sing sport clubs. As head of the Department of Physical Education, he had a big part in the instituting and developing courses and subjects, as well as in making adjustments and changes to upgrade the quality of training of Physical Education students. The standard of training was improved further by Smit's constant efforts to increase the quality of the facilities used in training. In this regard, special mention has to be made of the construction of the building in which the Department of Physical Education is housed, and the building of the L. C. de Villiers Stadium and sport grounds. The efficient way in which Smit managed the Department of Physical Education led to the expedient and effective training of students. Apart from the efficient control which Smit had over the Physical Education building and its staff, he also made an effort to maintain good relation between the personnel and students. For example, he took the initiative in organising Physical Education tours and forming a Physical Education Society at the University of Pretoria. Because of the heavy work load that Smit had to bear during his employment at the University of Pretoria and the Union Education Department, he had little time left for research work and publications. He tried to expand his knowledge of the subject by studying publications, undertaking study tours and attending conferences on Physical Education. His contribution to research on the subject consisted of some research projects he completed on his own, as well as guidance to post-graduate students. With regard to publications, he was responsible for some books (mostly as co-author) and several articles published in journals such as Physical Education and Vigor. Smit contributed his services to outside organisations. He was involved in the South African Association for Sport Science, Physical Education and Recreation from r its inception. During this time he acted as chairman (1952) and worked on several of the organisation's committees. Apart from being involved in several branches of sport at the University of Pretoria, he also offered his services to national and provincial sport bodies. D.P.J. SMITH As was the case with Postma and Smit, Smith's contributions to the development of Physical Education in South Africa should be seen against the circumstances surrounding the subject at that time. Because the subject was not given recognition, Smith had to do pioneering work in many fields. He was one of the few Physical Educationalists who succeeded in making a balanced contribution to each of the following aspects of the subject: training, research and services rendered to outside organisations. Smith's contributions in the field of training are mainly related to his involvement with the Potchefstroom Teachers' Training College and the Potchefstroom University. He was the first person to be permanently appointed as lecturer of Physical Education at the Potchefstroom University. In this capacity he was not only responsible for the training of Physical Education students, but also for the organis11tion and presentation of advancement classes for teachers. In both cases Smith did pioneering work, especially in the establishment and development of Physical Education courses and subjects, as well as the compilation of syllabuses for these subjects. Because of his efforts to improve the quality and quantity of Physical Educational facilities and equipment at the College, the standard of instruction improved. During this time Smith was also responsible for the organisation and presentation of several exhibitions related to Physical Education. In this way the public was introduced to the nature, content and methods of instruction of the subject, and prospective students were motivated and recruited. Smith's work as lecturer, marked by enthusiasm, energy and purposefulness in presenting the subject, played a definite role in improving the standard of training at the College's Department of Physical Education. The contributions Smith made to training during his involvement with the Potchehtroom University, can be summarised as follows: In the first place he established and developed the Department of Physical Education at the University. Due to his capable administration of the Department, the training of students could be effected successfully and effectively. In the second place Smith did pioneering work in the institution of courses and subjects, as well as the compilation of syllabuses. He saw to it that the contents of the courses were scientific, applicable and practical. In the third instance, the quality of instruction which Smith offered his students was exceptionally high. Not only were his lectures well prepared, systematic and of a high standard, but his method of presentation was also stimulating, interesting and very effective. His example had a positive influence on his students. In the fourth instance, the standard of instruction was improved due to the acquisition of better facilities and equipment, which was largely the result of Smith's efforts. Smith's contributions in the field of research in Physical Education can be summarised as follows: He did pioneering work in establishing research in Physical Education at the Potchefstroom University. He provided expert and inspired guidance to students in their own research projects. He maintained good contact with experts and remained informed on new developments in the subject by attending conferences and symposia. He was responsible for several publications which were scientific, orderly and polished. With regard to services rendered to outside organisations, Smith made large and valuable contributions. Apart from his involvement with organisations such as the Road Safety Council and the Church, Smith did extremely valuable work for Physical Educational and sports associations. He was involved in the research section and several committees of the Physical Educational organisation SAASSPER, and made valuable contributions during discussions at its conferences. In the field of sport, he offered his services in various capacities, such as coach, administrator, selector, official and president, on club and national level. Although he was principally concerned with athletics and tennis, his assistance was valuable to sportsmen across the board. For him it was his life's work to be of service to sportsmen and sports women. He was also of service to the public through his involvement with several fitness projects. In the 1940's he presented exercise classes to the public in Parys, and during the 1960's and 70's he played a leading role in fitness projects launched by the National Fitness Scheme. CONCLUSION This study showed that the following three leading South African Physical Educationalists - J.W. Postma, C.M. Smit and D.P.J. Smith - had made valuable contributions to the development of Physical Education in South Africa. Their contributions were analysed under the following headings: Training and instruction Research and publications Administrative and organising aspects - in particular to Physical Educational and sports associations and professional journals All three of them succeeded to a large extent in maintaining a healthy balance between these three aspects of their work. The researcher hopes that this study will give the Physical Educationalist of today new insight into the origins of this subject and that there will be a renewed appreciation of the work done by the pioneers of Physical Education in South Africa. / Proefskrif (DEd)--PU vir CHO, 1987

Le travail de Willem Boshoff s’articule autour de la date charnière d’avril 1994, les premières élections démocratiques en Afrique du Sud. Il fait des sculptures en granite et des installations de matériaux accumulés. L’artiste revendique son attachement à un art basé sur le langage, il est écrivain de dictionnaires. En revisitant les questions posées par les artistes du XXème siècle, textes et œuvres produits en Europe sont systématiquement vérifiés au regard de leur contrepartie sud-africaine. L’attitude de Boshoff, une mélancolique interrogation de son rôle de créateur, s’explique par les conditions politiques et son milieu culturel. L’artiste découvre des façons plus dynamiques de faire geste quand il adopte ce persona du druide. Lors de son objection de conscience au service militaire il avait appris qu’il est mieux de cacher la véritable signification d’un signe ou d’inventer des façons de disqualifier les textes. Les “Notes pour une esthétique aveugle” où l’essentiel n’est pas visible, inventent un dictionnaire à être lu avec les mains. Boshoff interroge ici les théories de perception qui munissent l’artiste sud-africain d’une façon de faire basculer le monde occidental vers une pensée qu’il peut réclamer sienne. La multiplicité des langues en Afrique du Sud s’ouvre à des questions de mémoire, d’écologie, de disparition, d’espace mental, des limites de la ficticité. Boshoff incite son spectateur à une opération de traduction qui peut être envisagée de façon tangible dans des œuvres tels que “Writing in the Sand” et les “Jardins de mots”. Le druide est le berger des mots et des plantes en danger d’oubli. Par le même geste il les protège contre la possibilité d’être pétrifiés ou fossilisés dans une théorie ou dans un dogme. Un champ d’intelligibilité du travail de Boshoff est créé à l’aide d’esprits apparentés: Sarkis, Mofokeng, Baumgarten, Gette, Mudzunga, Ulrichs, Zulu, Kosuth, Wafer, Bochner, Filliou, Darboven, Alÿs, Acconci, Langa, Marshall McLuhan, Ivan Vladislavić. / Willem Boshoff’s work articulates around a pivotal date, April 1994, the first democratic elections in South Africa. He may choose to work gigantic rocks of granite or establish vast installations of accumulated material. The artist claims that his work is based on language, often taking the form of Dictionaries. While reviewing the main questions by artists of the twentieth century, texts or artworks from Europe are systematically tested against their South African counterpart. Boshoff’s attitude is determined by a melancholic questioning of his role as a creator linked to a political situation and cultural milieu. He discovers more dynamic ways of presenting gestures when his artistic activity is related to the way of life of a druid. As a conscientious objector he learnt that it is often better to hide the true signification of a sign or to disqualify a text. Boshoff’s “Notes towards a blind Aesthetic”, where the essential is not visible, invent a dictionary to be read with the hands. Questioning perception theories provides the artist with a way of capsizing the occidental world towards patterns of thinking that he can claim for himself. The multiplicity of languages in South Africa opens up to questions of memory, ecology, disappearance, mental space as a site of creation, experiments with the limits of the fictional. The druid is one exceptional character amongst others in the contemporary art world. Boshoff obliges his visitor to participate in an act of translation which is given provisional but tangible form in such works as “Writing in the Sand” and the “Gardens of Words”. The druid becomes the guardian of words and plants in danger of being forgotten also safeguarding them against being petrified or fossilized into a set theory or dogma. Kindred spirits working on all continents are: Sarkis, Mofokeng, Baumgarten, Mudzunga, Ulrichs, Kosuth, Wafer, Bochner, Gette, Filliou, Darboven, Alÿs, Acconci, Langa, Marshall McLuhan and Ivan Vladislavić.

M.Tech. (Fine Art) / In this research, I map emergent female Afrikaner identities in relation to Willem Boshoff‟s artwork Bread and Pebble Roadmap, which acts as the central focus to this study and informs my own body of practical work. In order to constitute a key to unlock questions regarding emergent female Afrikaner identities in a South African context from colonial to post-apartheid, the relationship between image and text in Bread and Pebble Roadmap is investigated. The investigation of this relationship is interwoven with a discourse of an early form of the literary tradition that has come to be known as Arabic-Afrikaans script, a term used to describe the "literary work which is written in Afrikaans with Arabic letters" (Van Selms 1951). This study adopts a qualitative methodological approach. The research incorporates textual analysis and visual analysis. The study presents a visual semiotic analysis of Bread and Pebble Roadmap, in order to map possible links between this artwork and a literature review of an early form of Arabic-Afrikaans script, as a contextual framework in which to situate the study. Arabic- Afrikaans, in turn, acts as a link which forges a relationship between two kinds of identities: an Islamic influence on South African culture, and an Islamic influence on my life experience as an Afrikaans-speaking woman who lived in Egypt for four years. These two identities, represented by artist Lalla Essaydi in relation to an Islamic identity and artist Lizelle Kruger in relation to an Afrikaner identity, are investigated through a comparative visual analysis. The study intends to show how Essaydi and Kruger form a link with Boshoff, where each of these three artists subverts, questions, and breaks down prevailing cultural and linguistic stereotypes, and in so doing operationalises the notion of an emergent identity. Identity construction, in the context of this study, is characterised by Stuart Hall‟s (in Rutherford 1990:222) concept of identity being in a continual state of flux, identity as “a production, which is never complete; always in process and always constructed within, not outside representation”. I therefore map my Afrikaner identity, previously seen as fixed, unproblematic and in line with the national discourse under apartheid (Van Heerden 2006), but now seen as „becoming‟ and „transitioning‟, situated „betwixt and between‟ (Turner 1969). This notion informs my own practical work, which becomes visual metaphors of maps, in order to navigate a sense of self. My practical work therefore attempts to embody a temporary space of an emergent identity. I understand this in-between space (Bhabha 2004) as a liminal space, as a continuum of spaces in which my emergent female Afrikaner identity resides. An important conclusion that I make from my research is that Boshoff‟s conflation of image and text, which is consistent with Derrida‟s (1981) deconstructive strategy, unhinges the conditions of the stereotype, which conventionally privileges a dichotomy in which different polar relations reside. Drawing a connection between Bread and Pebble Roadmap and Arabic-Afrikaans, and applying the conditions found in Bread and Pebble Roadmap to Arabic-Afrikaans, I view Arabic- Afrikaans as able to unhinge its own seeming dichotomies: between Arabic and Afrikaans, and thus between Islam and Christianity. In this way, I am able to argue that Arabic-Afrikaans is able to reverse stereotyping and point a way forward towards the construction of emergent non-racial stereotyping.

M.A. (Afrikaans en Nederlands) / Please refer to full text to view abstract

The 1920 Amsterdam Mahler Festival (the Mahler-Feest) was cast simultaneously as a celebration of Gustav Mahler’s life and works around a decade after his death, a jubilee honoring Willem Mengelberg on his twenty-fifth anniversary as director of the Concertgebouw Orchestra, and a grandiose return to public concert life following the First World War. In this dissertation, I argue that the festival’s organizing committee had yet another lofty goal: to turn this musical event into an unofficial diplomatic gathering, bringing artistic representatives together from across the Western world under the shared belief that the festival—and specifically the music of Gustav Mahler—would pave the way toward a more unified Europe after the turbulent years of the 1910s. Throughout this project, I analyze various elements of the Mahler-Feest through both musicological and political-historical frameworks, showing that every aspect of the festival was carefully designed to convey a spirit of internationalism and universality to those in attendance. Among these elements were the assembly of prominent guests from around the Western world, the performance of chamber music written by composers from various nations alongside the central program of Mahler’s works, the signing of a Manifesto of Foreign Guests promoting similarly politicized festivals in the future, and the establishment of a global Mahler Union that was to be headquartered in Amsterdam. I further demonstrate that the internationalistic aspects of the event also promoted an underlying nationalistic ideology, with the festival serving to support the diplomatic goals of the Dutch state, which sought to posit itself as a neutral site for dialogue and mediation among nations during the early decades of the twentieth century. Among the central figures in this dissertation is Rudolf Mengelberg—the Concertgebouw’s program annotator and a distant cousin of Willem—who, through his expansive program book written for the festival, casts Mahler as the composer whose music best matched the political framing of the event. To further analyze the Mahler-Feest, I compare this Mengelberg’s characterizations of Mahler with the viewpoints and beliefs that the composer expressed during his own lifetime, showing that Mengelberg took advantage of historical ambiguities to promote his politicized interpretations of Mahler without directly contradicting the documentary evidence available at the time. At the end of the dissertation, I assess the impact that the perspectives advanced at the festival have had (and continue to have) on the broader realm of Mahler scholarship across the past century, and I briefly examine the evolution of the Mahler-centric festival from 1920 through the present day. Methodologically, this study uses archival evidence to bring together lines of inquiry spanning the fields of musicology, political history, anthropology, and the emerging discipline of festival studies.

Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Technology in Fine Art, Durban University of Technology, 2011. / The crux of my thesis is the study of the relationship of script and image in the work of contemporary arts. I chose to focus on three selected artists, i.e. myself, Celeste van der Merwe, a local South African male artist named Willem Boshoff and an international female artist, Barbara Kruger. My intention was to write a readable self-study thesis that would be both informative and educational while simultaneously appealing to the heart of the reader. In order to realise this intention, I focussed on how the above-mentioned artists used script and image to address social issues prevalent in society today. I also made social statements through the medium of my art based on the familiar allegory, Little Red Riding Hood. My aim has been to address the breakdown of the family structure by focussing on the suffering of teenagers as a result of dysfunctional family structures and behaviours. I explored the powerful and provocative manner in which Barbara Kruger effectively wields the combination of script and image in her work. Boshoff on the other hand is a South African linguist who incorporates script in a variety of disciplines such as installations, visual poetry, concrete poetry, sculpture. In my own art I deconstructed and transformed materials and found that the process of breaking down and rebuilding reflected the breakdown and restoration in/of the lives of children. By consciously investigating my practice as a creative artist using script and image I have gained a better understanding of myself and I believe I am now able to improve my practise. Through this self-study research I have grown in self-discovery and self-actualization as an artist and have developed as a researcher. Finally, I concluded that the relationship between script and image is open-ended, not conclusive and differs in each work of art. / Durban University of Technology Research Management Office. / M

To determine the situation concerning the scientific paradigms in archaeology, a study of literature was undertaken. This was appropriate to establish the most suitable paradigm for historical-archaeological research, as the paradigms were mainly applied to prehistorical archaeology in the past and could not be simply applied to historical archaeology. Other aspects that were studied were the dimensions of science, heritage resources management, the definition and state of historical archaeology, historiography and methodology. These were studied to define historical archaeology and to place it within the framework of the dimensions of science and historical research. In this way research and heritage resources management requirements were established. From the investigation it appeared that five paradigms could be applied to historical archaeology, namely the Cultural historical, Cultural process, Structuralist, Contextual and Neo-Marxist. The last three is sometimes jointly called the Post-process paradigm. The Contextual paradigm proved to be the most suitable and was applied to five case studies of historical-archaeological research to test its suitability. The other paradigms were judged with regard to the result of this application. The case studies, from northern Gauteng, reflect aspects of the lifestyle of whites between approximately 1840 and 1940. These are the Lucas Bronkhorst ruin, Church Street water furrow, Melrose House's footpaths, Willem Prinsloo Agricultural Museum's 1913 house and Pioneer Museum's Edwardian house. It became clear from the application that the majority of the paradigms could be utilized to an extent. One of the paradigms had a larger applicability, namely the Contextual paradigm. It was however clear that this paradigm had to be extended to address the requirements of heritage resources management. This extended paradigm, known as the Heritage Resources Management paradigm, is explained. Consequently the conclusion of the study is that the Contextual paradigm is the most suitable paradigm for use in historical-archaeological research. The application thereof in historical archaeology should provide a fundamental theoretical substructure to give historical archaeology its rightful place in the science of archaeology. By extending it (the Heritage Resources Management paradigm) it is possible to address the requirements and aims of heritage resources management, historical archaeology and research requirements. AFRIKAANS : 'n Literatuurstudie met betrekking tot wetenskapsdimensies, erfenishulpbronbestuur, die definiering van historiese argeologiese, die stand van historiese argeologie, wetenskaplike paradigmas in die argeologie, historiografie en metodeleer is onderneem, ten einde die stand daarvan te bepaal en om vas te stel watter paradigma toepaslik vir histories-argeologiese navorsing is. Sodanige ondersoek is van belang geag, daar die paradigmas hoofsaaklik op prehistoriese argeologie gefokus is en nie sonder meer op histories-argeologiese navorsing toegepas kon word nie. Die bykomende aspekte wat nagevors is, is bestudeer sodat historiese argeologie gedefinieer en binne die raamwerk van wetenskapsdimensies en historiese navorsing geplaas kon word. Navorsings- en erfenishulpbronbestuursbehoeftes is ook op hierdie wyse vasgestel. Uit die ondersoek het dit geblyk dat daar vyf paradigmas is wat moontlik in die historiese argeologie aangewend kan word, naamlik die Kultuurhistoriese, Kultuurproses-, Strukturalistiese, Kontekstuele en Neo-Marxistiese. Laasgenoemde drie word soms ook gesamentlik die Post-proses-paradigma genoem. Hiervan het die Kontekstuele paradigma die mees toepaslike geblyk te wees. Hierdie paradigma is op vyf gevallestudies van histories-argeologiese navorsing aangewend ten einde die toepaslikheid daarvan te toets. Die ander paradigmas is aan die hand hiervan gemeet. Die vyf gevallestudies kom almal uit noordelike Gauteng en weerspieel verskillende aspekte van die lewenswyse van blankes tussen ongeveer 1840 en 1940 in die gebied. Die gevallestudies is die Lucas Bronkhorstruine, Kerkstraat-watervoor, Melrosehuis se voetpaadjies, Willem Prinsloo Landboumuseum se 1913-huis en die Pionier Museum se Edwardiaanse huis en eendedam. Uit die toepassing was dit duidelik dat die meerderheid van die paradigmas slegs in 'n geringe mate benut kon word. Slegs een paradigma het 'n groter toepassingswaarde gehad, naamlik die Kontekstuele paradigma. Dit was egter duidelik dat hierdie paradigma uitgebrei moes word ten einde ook die behoeftes van erfenishulpbronbestuur aan te spreek. Hierdie uitbreiding, bekend as die Erfenishulpbronbestuursparadigma, is ten slotte verduidelik. Gevolglik is die slotsom waartoe geraak word: die Kontekstuele paradigma, word beskou as die mees geskikste paradigma waarbinne navorsing in die historiese argeologie aangepak behoort te word. Die toepassing hiervan in die historiese argeologie sal daaraan 'n fundamentele teoretiese onderbou voorsien en sodoende die historiese argeologie sy regmatige plek in die vakwetenskap argeologie laat inneem. Deur dit uit te bou (die Erfenishulpbronbestuurparadigma), is dit moontlik om die behoeftes van erfenishulpbronbestuur, bo en behalwe die doelwitte van historiese argeologie en die navorsingsbehoeftes aan te spreek. / Thesis (DPhil)--University of Pretoria, 2000. / Anthropology and Archaeology / unrestricted

In order to find quantum corrections to the de Sitter entropy, a new approach to higher loop Feynman integral computations on the sphere is presented. Arbitrary scalar Feynman integrals on a spherical background are brought into the generalized Euler integral (A-hypergeometric series/GKZ systems) form by expressing the massive scalar propagator as a bivariate radial Mellin transform of the massless scalar propagator in one higher dimensional Euclidean flat space. This formulation is expanded to include massive and massless vector fields by construction of similar embedding space propagators. Vector Feynman integrals are shown to be sums over generalized Euler integral formed of underlying scalar Feynman integrals. Granting existence of general spin embedding space propagators, general spin Feynman integrals are shown, by the construction of a "master" integral, to also be sums over generalized Euler integral representations of scalar Feynman integrals. Finding exact embedding space propagator expressions for fields of integer spin ≥ 2 and half integer spin is left to future work.

La thèse interroge la place de la peinture religieuse dans le nouveau genre métapictural du «Cabinet d'amateurs», inventé à Anvers au début du XVIIème siècle par Frans Francken II. Les «Cabinets d'amateurs» anversois ont été considérés jusqu'à présent comme le reflet du collectionnisme et donc du goût de l'époque; on y a vu en même temps l'expression des idées de la Contre-Réforme et, dans une moindre mesure, de la culture humaniste dans les Pays-Bas méridionaux. Cette approche socio-culturelle globale ne saisit pas la diversité des Cabinets et leur spécificité ; la visée de ces tableaux est finalement autre. Sous l'aspect d'une représentation de collection, cette réunion de tableaux et d'objets divers aboutit à l'élaboration d'un discours consacré à un thème d'ordre éthique ou épistémologique. De multiples liens s'instaurent au sein des «Cabinets d'amateurs» entre les tableaux restitués et même entre les tableaux et les objets, liens qui font naître une grande cohérence interne, cachée sous l'apparent désordre. Des rapports fondés sur l'analogie ou l'antithèse sont établis entre les œuvres que le spectateur est appelé à déceler. Les nouvelles identifications d'œuvres que nous avons pu apporter confirment la présence d'un thème qui coordonne l'ensemble d'un Cabinet d'amateurs. L'étude porte sur les «Cabinets d'amateurs» de Frans Francken II et de son frère Hieronymus, puis sur ceux de Cornelis De Baellieur. Tous ces Cabinets sont constitués de tableaux authentiques et suivent le principe d'ordonnancement autour d'un thème. Nous avons posé cette même question de la cohérence interne concernant les célèbres compositions de Willem Van Haecht et tenté d'y apporter une première réponse. / The thesis questions the place of religious pictures in the new metapictural genre of gallery paintings invented by Frans Francken II in Antwerp at the beginning of the seventeenth century. Antwerp gallery paintings have been considered so far as reflecting collecting practices and the taste at that time. They have also been understood as the expression of the ideas of the Counter­Reformation and, to a lesser extent, the humanistic culture in the Low Countries. This global socio­cultural approach does not grasp the diversity and specificity of gallery paintings, the aim of these paintings is definitely another one. Looking like an image of a collection this combination of paintings and diverse objects leads to the construction of a discourse dedicated to an ethical or epistemological theme. Various links can be observed in gallery paintings between the reproduced pictures and even between the pictures and the objects, links which bring forth a strong internal coherence, hidden under apparent disorder. Relationships based on analogy or antithesis are established between the works of art which the beholder is invited to find out. Newly identified works confirm the presence of a theme which coordinates a gallery painting as a whole. My study is devoted to the gallery paintings by Frans Francken II and his brother Hieronymus, further those by Cornelis De Baellieur. All these gallery paintings contain existent paintings and follow the principle of organization according to a theme. My study also puts the question of internal coherence concerning the famous compositions by Willem van Haecht and tries to give a first answer to it.