The role of arts in aesthetic education in South Africa
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Date
2000
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Abstract
The aim of this investigation was to establish the role of art in aesthetic education in South Africa.
From the literature study it became clear that modern societies are gradually turning into technotronic societies as electronic news networks and computers bring about radical changes, accompanied by value shifts. Technological societies can be potentially beneficial by increasing personality aspects such as self-actualisation, but can also be detrimental to mankind's development by creating social and pedagogical problems.
In a modem society scientific knowledge, technology and prosperity (wealth) define power, and "a brave new world" has appeared in which a person can achieve his objectives by means of his own power and intellect, and does not need God or his fellow man. Human contact is replaced by technology (automatisation, electronic, mass media), resulting in the creation of an inhuman technological society. On the one hand technology has multiplied the casual meeting of people and cultures, whilst on the other hand it has led to increased loneliness of people and a formality in human relationships, increasing the distance between people in an extremely complex world,
In this study certain aesthetic objectives experienced in art education were highlighted as well as possibilities of career opportunities, should the secondary school curriculum include art as a subject Attention was given to Design Education as the global name for all works of art, with special emphasis on art forms which can be regarded as authentically South African, These art forms include handcrafts, the manufacturing of textiles, jewellery and furniture, as well as design in printing, packaging and advertising. It was shown that Design Education in schools should be regarded not merely as an interesting career but as a subject that can contribute to the economy of the country and also be instrumental in making life more meaningful to people in general Career opportunities in the following fields were discussed in details: industry, interior decorating, ceramics, jewellery rnanufacturing, clothing, textiles, entertainment, film, video and audio taping and the fine arts.
The main purpose of education should be to lead learners to optimal realisation of their unique potential. Art education will not only be instrumental in educating learners about developments in the scientific and technological fields but will also allow them to use and apply their skills to their own benefit as well as to that of others.
For the purpose of the empirical investigation a self-structure questionnaire was utilised. An analysis was done of 150 questionnaires by the educators of secondary schools in KwaZulu-Natal The data thus obtained was processed and interpreted by means of descriptive and inferential statistics,
in conclusion, a summary and certain findings emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made;
• Works of art should be accorded equal status with other subject areas of the curriculum and this should be reflected in the allocation of resources.
• Principals of schools and art educators should construct policies and procedures of governing all the art subjects in schools, particularly in relation to the allocation of time and facilities.
• Patterns of assessment should emphasise the principles and objectives of art education and of the nature of aesthetic experience and development.
• The appropriateness and usefulness of criterion-referenced tests in arts should be fully investigated.
Description
Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION
in the Department of Foundations of Education of the Faculty of Education at the
University of Zululand, 2000.
Keywords
Aesthetic education--South Africa., Arts--Study and teaching--South Africa., Design Education