An investigation of strategies for integrated learning experiences and instruction in the teaching of creative art subjects

Abstract

This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global relevance and significance in the ongoing global trendsetting and discourse on arts education. In South Africa the previous National Curriculum Statement (NCS, 2002) integrated music, dance, drama and visual arts where possible, while the new Curriculum and Assessment Policy Statement (CAPS, 2011) offers two elective art subjects in the senior phase (Grades 7–9), each taught separately an hour per week during school hours and one hour per week after school, thereby attempting to extend the teaching time. This qualitative enquiry used documentary analyses, teacher interviews, and student group discussions for the collection of data. Pre-determined and emergent codes based on grounded theory showed that it is possible to integrate theory with practice within one art subject by teaching theoretical work in the context of practical work, thus optimizing the limited time allocated to arts and culture education in school timetables.

Keywords: arts; arts and culture; arts integration; creative arts; education;
performing arts