Research Articles (Visual Arts)

Permanent URI for this collection

https://scholar.sun.ac.za/handle/10019.1/677

Browse

Browsing Research Articles (Visual Arts) by Subject "Art -- Study and teaching"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Exploring the transformative potential of collaborative art projects on the Stellenbosch University campus
    (UNISA Press, 2015) Costandius, Elmarie; Perold, Karolien
    this article explores the potential of visual art projects in negotiating social transformation within the context of a South African higher education institution (HeI). the experiences of students and staff involved in three collaborative visual art projects initiated at Stellenbosch University (SU), Stellenbosch, South Africa from 2013 to 2014 were explored through interviews, observations and reflective writing. It was found that through harnessing the medium of art as critical dialogic tool operating amidst the embedded differences and divides of the past, institutional culture can be re-imagined and aspects of critical citizenship, particularly tolerance of difference and democracy, can be realised within the collective university community. In conclusion, it is suggested that visual art projects of this kind seem to have the potential to access what Bhabha (1995) terms the ‘third Space’ and to facilitate transformative learning. It can play a valuable part in negotiating social transformation in South African higher education.
  • Thumbnail Image
    Item
    The "human colour" crayon : investigating the attitudes and perceptions of learners regarding race and skin colour
    (University of South Africa Press, 2017) Alexander, Neeske; Costandius, Elmarie
    Some coloured and black learners in South Africa use a light orange or pink crayon to represent themselves in art. Many learners name this colour “human colour” or “skin colour”. This is troublesome, because it could reflect exclusionary ways of representing race in images and language. This case study, conducted with two schools in the Western Cape, investigated Grade 3 learners’ attitudes and perceptions regarding race and skin colour through art processes and discussion. The aim was to promote critical engagement with race in Foundation Phase educational contexts. Suggestions include changing the language used to describe skin colour, just recognition and representation of races in educational resources and the promotion of critical citizenship education. This research indicates the need to create practical curriculum guidelines to discuss race issues in the South African classroom.