An Exploration of the Extent to which Domain Projects Can Be Used as a Strategy for Teaching Art.

Abstract

This study arose as a response to the introduction of specialist art teachers in primary schools in the city of Gweru in Zimbabwe. It was intended to find the extent to which domain projects can prepare student teachers for their roles as teachers of art at different class levels in large primary schools where the teaching of one topic at a time would become impossible. A class of 35 art main subject students participated in the study. The study focused on whether students could identify a topic and explore it meaningfully and whether students could reflect upon their work. The researcher also wanted to find out the quality of artworks produced as a result of this approach as well as the students' ability to apply the same approach in primary schools. The findings were that; students tended to choose those topics they were familiar with, they were able to reflect upon their work, explored and experimented through drafts and portfolios. Students could more or less objectively assess their production and reflection but overrated their perception. Students could also easily choose topics to teach in the primary school and sequence the content of the topics appropriately. A second cycle of the same study needs to be carried out with a different class and if successful, pilot studies could be carried out in collaboration with art specialist teachers in schools. It appears possible to apply the same approach in the teaching of Art at Primary School.