Exploring matric art students' interpretation of the art curriculum and the socio-political implications of the topic issue at three independent schools in Gauteng

[摘要] ENGLISH SUMMARY: This research focused on the experiences and perceptions of 21 matric art students from threeindependent schools in Gauteng, and the socio-political implications of their given topic for theyear 2015. This study is based on the notion that it is the responsibility of art education not onlyto allow emotional freedom in constructing individual realities, but also to teach structuredexpression and awareness of underlying socio-political structures through critical engagement.The aim of this research was to explore how matric art students critically engage with the giventopic, the influence of their core personality features and subsequent reactions to the curriculumrequirements. The research sought to discover new contributions to theories within art educationabout the critical awareness of art students as well as to provide record of 2015's independentschools' matric art students' experience and some of their art-related ideas about their socialenvironments. The research was designed according to an inductive approach, and usedgrounded theory as an analytical framework that involved a case study design of one-on-oneinterviews that were transcribed and coded into overarching themes. The first, topicinterpretation and critical engagement, explored the ability of the art students to negotiatethrough different spheres of social life. Students in general demonstrated a lack of socio-politicalinsight into issues relating to the given topic, choosing rather to interpret them in more obviousways. The second theme explored how core personality features heavily influenced theirformulation of ideas for artworks and even influenced them in lifestyle choices. The presence ofthe hidden curriculum was indicated as well, as deviation is discouraged both in inner and outerexpressions. The third theme considered how curriculum reactions ranged from completeacceptance to being somewhat frustrated at the constricting schedule. The final theme exploredhow the role of the teacher allows for either freedom to develop critical skills or for students tobecome dependent on overly involved guidance. It is argued that the responsibility of the teacheris to allow for co-construction, and the ability to know knowledge better and more fully in order todismantle previous social power relations. Art education is rigorously linked to its students andso current expectations and interpretations of it could benefit future construction of curriculumsto more fully prepare students for tertiary education, and even for participation in society ascitizens themselves. This study therefore contributed to art education theory on the perspectivesof independent schools' matric art students, suggesting that critical training is lacking at presentand that, in future, it could possibly benefit society, as education shapes the future potential ofthese students.

[发布机构] Stellenbosch University