OHASA Conference Proceedings

Abstract

Literature indicates that oral history (OH) is an important traditional pedagogical tool that can be used to supplement textbooks in the classroom. It can help learners, including those in the foundation phase, during ‘border crossing’ from home to school-based education. However, OH is frequently disregarded in the education system, despite it being able to assist in articulating creative art (CA) skills among learners in CA-related subjects such as storytelling, folk telling, singing, praise singing and dramatisation. Therefore, the purpose of this study was to explore the use of OH in the teaching of CA. The study objectives were to understand how OH is used to impart knowledge about the subject of CA and to determine the perceptions of educators regarding its use. To gain insight into the phenomenon studied, a qualitative explorative case study underpinned by the social constructivist paradigm was used. Data were collected using a questionnaire comprising open-ended questions. Two Educators participated in the study. Purposive sampling was used to select educators responsible for teaching the CA subject. Findings revealed that OH is important in facilitating learning by doing and listening (apprentice education) but some learners have weak listening skills. The findings underscore the importance of subject integration to strengthen some weak learning skills among learners. It also transpired that current educators are teaching the digital generation who get bored with one teaching method, hence emphasising the need for multiple teaching approaches including the use of innovative technologies such as digital storytelling.