Examining how integrating digital technology with traditional media impacts the process of Artmaking in the art classroom : a case study of Grade 6 class in an independent girls school in Gauteng
| dc.contributor.advisor | Alexander, Neeske | en_ZA |
| dc.contributor.author | Motake, Siphesihle | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. | en_ZA |
| dc.date.accessioned | 2020-02-14T07:16:24Z | |
| dc.date.accessioned | 2020-04-28T12:04:36Z | |
| dc.date.available | 2020-02-14T07:16:24Z | |
| dc.date.available | 2020-04-28T12:04:36Z | |
| dc.date.issued | 2020-03 | |
| dc.description | Thesis (MA)--Stellenbosch University, 2020. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The 21st-century classroom is experiencing global changes that require digital technology to be integrated in the curriculum of each subject offered in schools. Digital technology is shaping and forming identities, accelerating information transfer, communication and development of school curriculums in the foundation, primary and high school phases. This research study was aimed at examining how integrating digital technology with traditional media impacts the process of artmaking in the art classroom, in a grade 6 class in an independent girls’ school. Art, as a subject that deals with topics of identity, society and belonging, seeks to find ways in which it can reflect the direction young global citizens are navigating through the spaces of their everyday lives. The noted ‘digital divide’ in South African schools requires the art teacher to embrace the use of digital technology in the most advantageous and ideal manner without drifting away from traditional mediums that have grounded the practice for many centuries. This research study was designed to use both qualitative and quantitative data collection tools. As a case study, it also used an art-based and an interpretive approach. The Grade 6 learners from the specific independent school had to create a collage using traditional mediums such as paint, charcoal, pencil and pasting strips torn from newspapers and magazines. They then had to make use of digital technology such as offered through Apple MacBook and iPads to enhance their collages in order to present complete artworks to be printed out. The use of digital technology was found to affect the learners’ ability to create quality artworks. The learners’ perceptions and understanding of art after having used digital technology did not change drastically, but they came to understand that art can be created with the use of different mediums including technology. Learners were able to identify the role digital technology could play in making art and how using digital technology furthered the representation of work created in traditional mediums. The conclusion was that many learners demonstrate a positive attitude towards using digital technology to enhance their artworks. Using digital technology had the effect of making learners’ artwork seem to be of better quality than the original works. The learners gained a solid understanding of what art is. Young female Grade 6 learners were able to grapple with issues of identity construction through the making of collages using both traditional and digital media. The learners were able to engage with both mediums in a critical, experiential manner. Active learning took place while using both traditional and digital technology and learners were enabled to embrace creating artworks in environments other than the art classroom. Their high engagement with both digital and traditional mediums demonstrated the usefulness of both media in the art classroom to Grade 6 learners. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die 21ste eeu se klaskamer ervaar globale veranderinge wat vereis dat digitale tegnologie geïntegreer word in die kurrikulum van elke vak wat aangebied word in skole. Digitale tegnologie vorm verskillende identiteite, dit versnel die oordra van informasie, kommunikasie en die ontwikkeling van skool kurrikulums in die fondasie-, primêre- en sekondêre fases. Hierdie navorsingstudie se fokus en doelwit was om te bepaal hoe die integrering van digitale tegnologie met tradisionele media die skepping van kuns in die kunsklas, in ‘n Graad 6 privaat meisiesskool, beïnvloed. Kuns, as ‘n vak wat verskillende temas behandel soos identiteit, die gemeenskap en om te voel jy êrens behoort. Dit probeer maniere vind om vir jong globale landsburgers te lei deur die spasies van hulle allerdaagse lewe. Die bespreekte ‘digitale skeiding’ wat daar in Suid-Afrikaanse skole is, vereis dat die kunsonderwyser die digitale tegnologie op die mees gepaste en idiale manier gebruik, sonder om te ver weg te beweeg van die tradisionele metodes wat al vir eeue lank die fondasie van kuns is. Die navorsingstudie was ontwerp om sowel kwalitatiewe as kwantitatiewe data versamelings instrumente te gebruik. As ‘n kunsstudie gebruik dit ook ‘n kunsgebasseerde en ‘n interpretasie benadering. Die Graad 6 leerders van dié spesifieke skool moes ‘n collage skep met die gebruik van verf, houtskool, potlode en stukkies papier wat geskeur is uit koerante en tydskrifte. Die leerders moes toe digitale tegnologie gebruik, soos die beskikbaar op ‘n ‘Apple MacBook’ en ‘n ‘iPad’ om hulle kunswerke te verbeter en dan as ‘n finale produk uit te druk. Daar was gevind dat die gebruik van digitale tegnologie die leerder se vermoë om kwaliteit kunswerke te kan skep geaffekteer het. Die leerders se persepsie en wat hulle van kuns verstaan na die gebruik van digitale tegnologie het nie drasties verander nie, maar hulle het besef dat kuns geskep kan word met die gebruik van verskillende mediums insluitend tegnologie. Leerders kon die moontlike rol van digitale tegnologie in die skepping van kuns identifiseer en selfs ook hoe die gebruik van digitale tegnologie die kunswerk wat geskep is met tradisionele metodes moontlik kan verbeter. Die gevolgtrekking was dat baie leerders ‘n positiewe houding teenoor die gebruik van digitale tegnologie om hul kunswerke te verbeter demonstreer. Die gebruik van digitale tegnologie in die leerders se kunswerke het die kwaliteit van die kunswerke verbeter. Die leerders het nou deeglike kennis van wat kuns is. Die jong Graad 6 meisies het deur die skepping van collages geworstel met die konstruksie van identiteit tussen tradisionele en digitale media. Die leerders het met albei die mediums betrokke geraak op ‘n kritiese en eksperimentele manier. Aktiewe leer het plaasgevind en leerders kon deur die gebruik van tradisionele en digitale tegnologie kunswerke skep in ‘n ander omgewing as net die kunsklas. Die suksesvolle gebruik van albei hierdie mediums demonstreer die bruikbaarheid van dit in die Graad 6 kunsklas. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | x, 65 leaves : illustrations (some color) | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/107811 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Art -- Study and teaching -- Technological innovations | en_ZA |
| dc.subject | Art and technology | en_ZA |
| dc.subject | Art in education -- South Africa | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | Examining how integrating digital technology with traditional media impacts the process of Artmaking in the art classroom : a case study of Grade 6 class in an independent girls school in Gauteng | en_ZA |
| dc.type | Thesis | en_ZA |