Die uitwerking van mentorhulp op kunsonderrig in laerskole

01 Jul 2020

Quality, meaningful art education is a very important vehicle for learning and knowledge acquisition which is within the reach of all children in schools. Art education forms part of the compulsory school curriculum from grades R to 9 in South Africa. Unfortunately, due to various factors, art lessons currently taught at many schools do not answer to the requirements of quality art education. A factor contributing to this can be the fact that generalist teachers, with no specialised training in art, are responsible for the teaching of art in schools in South Africa. Another factor blamed is recurring educational change and consequent uncertainty. For art education to be positioned as an opportunity for the progress of learners with various learning styles and forms of intelligence the quality of art lessons taught needs to be seriously reviewed. There is a great need for in-service training to address the shortfalls in the teaching of art in schools. When skills-building workshops in art education were offered, teachers requested personal interventions on a one-to-one basis with a focus on their own particular strengths and shortcomings. Mentoring of educators seems to be a means of addressing their needs and improving the quality of their teaching of art. In response to a plea from teachers this research project was designed during which inexperienced and inadequately trained teachers who are responsible for art education were mentored. The study on which this article is based researched the effect of an eighteen-month mentoring programme on the art education practice of teachers in primary schools. Four sites were selected at which the teachers were mentored. There were marked differences in the circumstances and conditions at the four schools; however, from all the sites there was an outcry for assistance in the planning and presentation of quality art lessons and for lesson ideas. The one similarity in all the cases was the fact that they were all generalist teachers who were responsible for the teaching of the art of their own class and some other classes in the school as well.