An Investigation of Strategies for Integrated Learning Experiences and Instruction in the Teaching of Creative Art Subjects

Autor/in	Nompula, Yolisa
Titel	An Investigation of Strategies for Integrated Learning Experiences and Instruction in the Teaching of Creative Art Subjects
Quelle	In: South African Journal of Education, 32 (2012) 3, S.293-206 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Creative Activities; Art Education; Teaching Methods; Interdisciplinary Approach; Foreign Countries; National Curriculum; Interviews; Theory Practice Relationship; Elective Courses; Educational Policy; Group Discussion; Phenomenology; Secondary School Students; Secondary School Teachers; Participant Observation; Grounded Theory; South Africa + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Interviewing; Interviewtechnik; Theorie-Praxis-Beziehung; Elective course; Wahlkurs; Politics of education; Bildungspolitik; Gruppendiskussion; Phenomenological psychology; Phänomenologie; Psychologie; Sekundarschüler; Teilnehmende Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global relevance and significance in the ongoing global trendsetting and discourse on arts education. In South Africa the previous National Curriculum Statement (NCS, 2002) integrated music, dance, drama and visual arts where possible, while the new Curriculum and Assessment Policy Statement (CAPS, 2011) offers two elective art subjects in the senior phase (Grades 7-9), each taught separately an hour per week during school hours and one hour per week after school, thereby attempting to extend the teaching time. This qualitative enquiry used documentary analyses, teacher interviews, and student group discussions for the collection of data. Pre-determined and emergent codes based on grounded theory showed that it is possible to integrate theory with practice within one art subject by teaching theoretical work in the context of practical work, thus optimizing the limited time allocated to arts and culture education in school timetables. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01