Browsing by Author "Gcabashe, Nomndeni Hayethah"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The pedagogic significance of the aesthetic dimension in the education of black children
    (1995) Gcabashe, Nomndeni Hayethah; Cemane, K.B.
    The aim of this study is to describe different works of art in order to establish the educational objectives for each type of art as a school subject. An introductory theoretical background of works of art is provided with specific reference to traditional, semiotic and marketing values of art articles. The form and meaning of township art are examined closely. In the discussion of performing arts attention is given to drama, traditional music and dance as interrelated aspects of art. Attention was also given to works of art in KwaZulu-Natal schools (DEC schools}. Certain aesthetic objectives in education are highlighted. The educational objectives of graphic art, music, sports, dance, games, poetry, script-writing, drama, claywork, embroidery and sewing are scrutinised. For the purpose of the empirical investigation a self-structured questionnaire was used. The questionnaire was completed by 200 randomly-selected teachers. An analysis was done of the questionnaires and the data obtained processed and interpreted by means of descriptive statistics. In conclusion the findings emanating from the literature study and descriptive statistics are presented. Based on these findings the following recommendations are made: • Urgent attention must be given to the content of the art curriculum in schools. institutions for teacher training should incorporate suitable art courses. Both co-ordination between art teachers and the continuity in the teaching of art subjects should get priority attention.
  • Thumbnail Image
    Item
    The role of arts in aesthetic education in South Africa
    (2000) Gcabashe, Nomndeni Hayethah; Urbani, G.; Vos, M.S.
    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.