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Contextual influences on learners’ artistic expressions and development : A case study- Masvingo District, Zimbabwe

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dc.contributor.author Junicka, Chigowe
dc.date.accessioned 2021-09-14T08:25:39Z
dc.date.available 2021-09-14T08:25:39Z
dc.date.issued 2021
dc.identifier.uri https://hdl.handle.net/10500/27963
dc.description.abstract This study explores the visual artistic expression and development of primary school learners in Masvingo District, Zimbabwe. The present study has identified a knowledge gap about learners’ contextual alienation in visual art and their expression in the existing visual art practices. The cultural context of the learner is an important factor in influencing artistic expression and development. However, it remains largely undermined in visual art practice and teaching. This study intends to gain insights into how contextual background influences the artistic expression of primary school learners. Despite that Zimbabwe has more than four decades of post-colonial, visual art subject is dominated by Western and Eurocentric practices. The research question that guided this study reads; how are learners’ artistic expression and development influenced by contextual background in Masvingo District Zimbabwe. I adopted a qualitative approach and a case study research design. I used interviews for primary school teachers, observation of visual art lessons and document analysis of learners’ visual art portfolios, visual art syllabus and schemes of work. Participants were purposively selected to participate in this study and I adopted a thematic analytical approach. These enabled me to identify the research foci, make sense of the data and meticulously construct multiple themes as I observed and identified emerging patterns developing into fully-fledged knowledge themes which provide the basis for my eventual formulation of the findings. This study was guided by a conceptual framework consisting of Bourdieu’s cultural capital and Vygotsky’s social-cultural learning theory. This study identified that the visual artistic expression of learners was found alien and significantly dominated by European and Western practices. It emerged that visual art teachers are less equipped in terms of pedagogical knowledge and content, there is a policy-practice contradiction and the subject is treated as inferior and non-academic. This study recommends that visual art teaching is meaningful and authentic to the learner, it requires a shift in practice towards an infusion of indigenous knowledge and culture, with a learner-centred approach to optimize its aesthetic value and benefits. This reconceptualization will empower teachers to be culturally competent, create an enabling environment, use indigenous materials and accommodate learners’ diverse cultural contexts. en
dc.language.iso en en
dc.subject Contextual background en
dc.title Contextual influences on learners’ artistic expressions and development : A case study- Masvingo District, Zimbabwe en
dc.type Thesis en
dc.description.department Educational Foundations en


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