Contemporary Visual Art in Zimbabwe: Implications for Art and Design Teacher Education Curricula

Abstract

This hermeneutic ethnographic study explored contemporary visual art in Zimbabwe with implications for the Art and Design teacher education curricula. Interviews, observations of art works from three selected galleries and document analysis of Art and Design syllabi and course outlines were used to generate data. The study involved four lecturers, four practising contemporary artists, curricula documents and several contemporary artworks. Findings indicated that contemporary artists were articulate in conceptualising the term. It emerged that contemporary visual art had broadened to include performance art, photography, installation and assemblage art, abstract painting, soft sculpture and mixed media sculpture. The study revealed that artists had initiated a new method of painting called 'kuchekacheka'. Lecturers had limited knowledge about the principles of contemporary art education. Contemporary art practices are valued as essential for art education. The study recommends the development of strong partnerships between art education and practising artists to stimulate the cross-pollination of art ideas and approaches. Lecturers need to take the initiative to write about contemporary visual art. Teacher education should review their curricula so that the study of art history involves works of living artists.