Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: In the past drama education was an uncommon occurrence in South African schools, limited
to the elective subject Speech and Drama at secondary level, which was only offered in a few
schools in some of the provinces. The assumption is made that the introduction of Arts and
Culture as one of the eight learning areas in Curriculum 2005 has greatly impacted on drama
education at school level. This study aims to determine the state of affairs with regards to
drama education within the current (2011) education system by investigating the nature,
implementation and outcomes of drama curricula in South African schools.
In the context of the far-reaching changes that has occurred in South African education since
1994, a historical overview of education before 1994 is given to act as a backdrop for a
discussion of the process of education reform. The shift to an outcomes-based education
approach is investigated by defining and discussing it in relation to the chosen South-African
approach; identifying and discussing the theories and philosophies underpinning an
outcomes-based approach to education; and looking at the national curriculum from its
introduction as Curriculum 2005 until the recent revision of the National Curriculum
Statement (Grades R-9), which will be phased into schools from 2012 as the Curriculum and
Assessment Policy Statement.
A comparative evaluation of the drama curricula in the current (2011) National Curriculum
Statement (Grade R-12) and the drama curricula in the revised Curriculum and Assessment
Policy Statement serves as the means to determine the nature, content and outcomes of the
drama curricula. The Africanisation of the drama curricula is investigated and it becomes
apparent that indigenous knowledge, traditions, customs and cultural practices are
successfully included in the drama curricula. The comparative evaluation also leads to the
conclusion that the revised national curriculum is a definite improvement on the status quo.
Through the investigation of the nature and outcomes of the different drama curricula, it is
possible to identify specific requirements for the successful implementation of drama
curricula. With these requirements in mind possible challenges and/or problem areas with
regards to the implementation of drama curricula are determined and discussed. These
challenges and/or problem areas are the following: the curriculum itself, the socio-economic
circumstances of schools and learners, language issues, the status of drama education at
school level, time allocation and management, funding and infrastructure, and teacher
training. / AFRIKAANSE OPSOMMING: Drama-opleiding op skoolvlak was in die verlede ’n nie-algemene verskynsel en is
hoofsaaklik beperk tot die keusevak Spraak en Drama wat slegs in sekere provinsies by ’n
beperkte aantal skole op sekondêre vlak aangebied is. Die veronderstelling word gemaak dat
die bekendstelling van Kuns en Kultuur as een van die agt verpligte leerareas binne
Kurrikulum 2005 ’n geweldige impak op drama-opleiding op skoolvlak gehad het en steeds
het. Hierdie studie stel dit gevolglik ten doel om die stand van drama-opleiding binne die
huidige (2011) onderwysstelsel te bepaal deur ’n ondersoek te loods na die aard,
implementering en uitkomste van dramakurrikula in Suid-Afrikaanse skole.
In die lig van die ingrypende veranderinge wat sedert 1994 binne Suid-Afrikaanse onderwys
plaasgevind het, bied die studie eerstens ’n historiese oorsig van onderwys voor 1994 wat as
agtergrond dien vir ’n bespreking van die onderwyshervormingsproses. Die oorskakeling na
’n uitkomsgebaseerde benadering tot onderwys word in oënskou geneem deur die gekose
Suid-Afrikaanse onderwysbenadering te omskryf en te bespreek; die filosofieë en teorieë
onderliggend tot ’n uitkomsgebaseerde onderwysbenadering binne die Suid-Afrikaanse
konteks te identifiseer en te bespreek; en die nasionale skoolkurrikulum in oënskou te neem
vanaf die bekendstelling van Kurrikulum 2005 tot en met die voorgestelde hersienings van
die Nasionale Kurrikulumverklaring (Grade R-12) wat vanaf 2012 in skole infaseer word en
bekend staan as die Kurrikulum- en Assesseringsbeleidverklaring.
Deur middel van ’n vergelykende evaluering van die dramakurrikula in die huidige (2011)
Nasionale Kurrikulumverklaring (Grade R-12) en die dramakurrikula in die hersiene
Kurrikulum- en Assesseringsbeleidverklaring, word die omvang, inhoud en uitkomste van die
dramakurrikula bepaal. Daar word ondersoek ingestel na die Afrikanisering van die
dramakurrikula en dit word duidelik dat inheemse kennis, tradisies, gebruike en
kultuurpraktyke op suksesvolle wyse binne die onderskeie dramakurrikula ingesluit word. Na
afloop van die vergelykende evaluering word die afleiding gemaak dat die mees onlangse
hersiening van die nasionale kurrikulum ’n definitiewe verbetering op die status quo is.
Dit is moontlik om na aanleiding van die aard en uitkomste van die onderskeie
dramakurrikula spesifieke vereistes vir die suksesvolle implementering van die
dramakurrikula te identifiseer. In die lig van hierdie vereistes word moontlike uitdagings
en/of probleemareas ten opsigte van die implementering van die dramakurrikula vasgestel en
bespreek. Hierdie uitdagings en/of probleemareas is die volgende: die kurrikulum self, sosioekonomiese
omstandighede van skole en leerders, taalkwessies, die status van dramaopleiding
op skoolvlak, tydstoedeling en -bestuur, befondsing en infrastruktuur, en
onderwyseropleiding.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/19995 |
| Date | 03 1900 |
| Creators | Pretorius, Mareli Hattingh |
| Contributors | Kruger, M. S., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Drama. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 326 p. |
| Rights | Stellenbosch University |
Page generated in 0.0027 seconds