Browsing by Author "Roelofse, Ceri"

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    Differentiation in the senior phase visual arts classroom to address knowledge GAPS : a case study of three high school teachers
    (Stellenbosch : Stellenbosch University, 2020-03) Roelofse, Ceri; Carl, Arend E.; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : This study focuses on the experiences of Grade 8 Visual Arts educators with regard to the differentiation techniques they need to employ in their classrooms in order to address the challenges caused by the implementation of a new curriculum. The CAPS curriculum that was implemented in the senior phase in 2014 requires schools to offer only two of the four art forms (Dance, Drama, Music and Visual Arts) of their choice. This narrowing of the artform choices creates a possible gap in learners’ prior knowledge and thus a need for differentiated instruction in the Grade 8 Visual Arts classroom, since the learners come from a variety of primary schools that chose different artform combinations. To answer the research question in order to achieve the goal for this study, the researcher made use of a qualitative research design from within an interpretive research paradigm. A case study research strategy has also been applied by the researcher in order to obtain data pertaining to the specific aspect of the study, namely Grade 8 Visual Arts educators. Multiple sources were used to generate the data, namely semi-structured interviews with Visual Arts educators and a Creative Arts subject advisor, as well as document analysis. Various precautionary measures were taken to ensure validity and reliability of the data. During the course of the investigation, ethical issues were in question. However, the researcher followed the necessary guidelines to ensure that all endeavours were ethically acceptable. In the literature review, the value and importance of Creative Arts is analysed, as well as the changes in the curriculum and its effect on the educators. The concept and elements of differentiation are discussed, and the impact the changes in the curriculum have on the learner is also considered. It was established that educators from schools where the artform choices have been narrowed to only two art forms, are more likely to be confronted with learners with a gap in their prior knowledge due to the CAPS curriculum requirements and that they must employ a variety of differentiation techniques in order to bridge this gap. Taking the results of this study into account, it appears that specialist Arts educators are able to successfully apply differentiation strategies to bridge this gap in prior knowledge, but a lack of specialist Arts educators remains a challenge. The quality of training and availability of subject advisors in the Creative Arts was not sufficient at the time this study was conducted. The results of this study clearly indicate that this gap in prior knowledge can be narrowed by enabling schools to broaden the Creative Arts art forms they offer and by ensuring that more specialist educators are trained in the subject and employed at secondary schools.