Inherent to post‐apartheid educational transformation was the design and subsequent implementation of a new national school curriculum. The current curriculum‐in‐use, namely the National Curriculum Statement (NCS) comprises eight compulsory learning areas. One of these learning areas, Arts and Culture, aims to equip learners with skills and knowledge with regard to four distinct arts disciplines, namely music, dance, drama and visual art. In the General Education and Training Band (GET) phase, general classroom teachers are expected to implement this highly specialised learning area. This research aimed to determine how teachers employed at Nelson Mandela Bay primary schools were disadvantaged during the apartheid era, experience the implementation of arts education. Focus group interviews were conducted at schools situated in the low socio‐economic areas. The results revealed that, despite their profound awareness of the unique advantages of arts education for the learners, several impediments hampered the successful attainment of its value. The obstacles highlighted by the teachers were the curriculum itself, teaching and learning environments that are not conducive for arts education, and unsatisfactory involvement of the Department of Education.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:9484 |
| Date | January 2011 |
| Creators | Browne, Elaine |
| Publisher | Nelson Mandela Metropolitan University, Faculty of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MEd |
| Format | v, 93, 33 leaves, pdf |
| Rights | Nelson Mandela Metropolitan University |
Page generated in 0.0029 seconds