Faculty of humanities
School of Arts
9407481e
justine.ol@absamail.co.za / This research report involves an evaluation of a street children art programme delivered
by Imbali Visual Literacy Project a non-governmental organisation based in
Johannesburg, South Africa. Little attention has been given to evaluating art
programmes aimed at ‘marginalised youth’. This marks a gap in current theorising in
the area. The programme is presented in terms of the “progressive” and “liberal
democratic” ethos that is identified as informing Imbali’s approach. This approach is
critiqued by drawing on Grant Kester’s ideas of ‘dialogical aesthetics’. A new
participatory and collaborative model for initiating art programmes aimed at
marginalised youth is proposed. This model draws on Kester’s ideas as well as the value
Imbali places on art-making processes. It is advocated that participants on such
programmes should be encouraged to play an active role in taking responsibility for
their own development through both art-making and dialogue. If programmes are
conceived of in this way it is claimed that there is more of a chance they can effect
sustainable change and development.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/1464 |
| Date | 26 October 2006 |
| Creators | Olofsson, Justine Judith Felicia |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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