Three high school educators’ views on the influence of play on learners, with a focus on the current shift to online learning – a case study in the Western Cape of South Africa

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dc.contributor.advisorCostandius, Elmarieen_ZA
dc.contributor.advisorAlexander, Neeskeen_ZA
dc.contributor.authorBotha, Niclaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.en_ZA
dc.date.accessioned2022-02-13T19:13:33Z
dc.date.accessioned2022-04-29T09:17:20Z
dc.date.available2022-02-13T19:13:33Z
dc.date.available2022-04-29T09:17:20Z
dc.date.issued2022-04
dc.descriptionThesis (MA)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: I recognised the value of ‘play’ in my own art practice, while studying towards a Fine Art undergraduate degree. Approaching the making process with play allowed an exploratory process instead of a pressured environment of production. I realised that high school art learners could possibly also benefit from such an approach to their art projects. Therefore this study considered the presence of play in high school art education in order to determine the influence of play on the learners and what is needed for such play to be additionally included in high school art. This was achieved by investigating three high school art educators’ perspectives on play in South African art education; also highlighting the increase of online learning due to the Covid-19 pandemic restrictions. This is an empirical research study as the experiences, observations and interpretations of educators are central to the study in this research. A case study research design was undertaken for conducting qualitative research by means of individual interviews and a group play workshop with the three participants. The participants were selected using non-probability sampling. Meaning was derived from their individual points of view, therefore an interpretivist paradigm was required. Inductive content analysis was used to draw themes from the discussions in the interviews and workshop. The study found that play could have a beneficial influence on high school art learners. Yet there are factors that hinder play; especially time, fear of failure and the pressure of achieving high marks. Art educators however have a unique opportunity to foster a safe environment where making mistakes is acceptable, to explore and to discover through play.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Ek het die waarde van ‘speel’ in my eie kuns praktyk ontdek tydens die voltooiing van my Skone Kunste graad. Deur die maak proses met spel te benader is ‘n ontdekkings proses moontlik gemaak, in plaas van ‘n produksie-omgewing waarin onder druk gewerk word. Ek het besef dat hoerskool kuns leerders ook daarby kan baat vind as ‘n speelse benadering met hul projekte toegepas kan word. Die teenwoordigheid van spel in hoerskoolkunsonderwys is om hierdie rede vir die studie oorweeg om die invloed van speel op die leerders te evalueer en om te bepaal wat benodig word om spel meer deel van hoerskoolkuns te maak. Dit is moontlik gemaak deur drie hoerskool kuns opvoeders se perspektiewe oor speel in Suid-Afrikaanse kuns onderrig te ondersoek; die toename van aanlyn onderrig weens die Covid-19 pandemie beperkings, is ook beklemtoon. Dat die ondervindinge en interpretasies van opvoeders as sentraal tot die ondersoek was het ‘n empiriese navorsingstudie tot gevolg gehad. ‘n Gevalle studie navorsingsontwerp is onderneem vir die uitvoering van kwalitatiewe navorsing deur middel van individuele onderhoude en ‘n groep speelwerkswinkel met drie deelnemers. Die deelnemers is deur middel van 'n nie- waarskynlikheidsteekproefneming gekies. Betekenis is uit hul individuele standpunte verkry, dus is ‘n interpretivistiese paradigma gebruik. Induktiewe inhoudsanalise is gebruik om temas uit die besprekings in die onderhoude en werkswinkel te identifiseer. Die studie het bevind dat spel ‘n voordelige invloed op kunsleerders op hoerskool kan he. Tog is daar faktore wat speel belemmer; veral tyd, vrees vir mislukking en die druk om hoe punte te behaal. Kuns opvoeders het egter ‘n unieke geleentheid om ‘n veilige omgewing te skep, waarin dit aanvaarbaar is om foute te maak, om te verken en deur middel van spel te ontdek. iiiaf_ZA
dc.description.versionMastersen_ZA
dc.format.extentvii, 80 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/124514
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectActivity programs -- High School students -- South Africa -- Western Capeen_ZA
dc.subjectCreative activities and seat work -- High school students -- South Africa -- Western Capeen_ZA
dc.subjectArt -- Study and teaching -- High school students -- South Africa -- Western Capeen_ZA
dc.subjectCreative ability -- High school students -- South Africa -- Western Capeen_ZA
dc.subjectInternet in higher education -- High school students -- South Africa -- Western Capeen_ZA
dc.subjectHigh school teachers -- South Africa -- Western Cape -- Arten_ZA
dc.subjectCOVID-19 Pandemic, 2020-en_ZA
dc.subjectUCTD
dc.titleThree high school educators’ views on the influence of play on learners, with a focus on the current shift to online learning – a case study in the Western Cape of South Africaen_ZA
dc.typeThesisen_ZA
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