Matsuis (2017).’Positive changes of arts education in Namibian schools- A Proposal for arts teachers initial training in Namibia’. UP. PhD thesis

 

Title: ‘Positive changes of arts education in Namibian schools- A Proposal for arts teachers initial training in Namibia’

Author:  Christiana Deliewen Matsuis

University of Porto , FBAUP, March 2017

Download here: https://repositorio-aberto.up.pt/handle/10216/102586

 

The purpose of the research was to develop new knowledge about teaching methods for the Arts as a non-promotional subject in primary and secondary schools. The main aim of the study was to challenge the current state of Arts Education in Namibia. This study includes a description of the present state of Arts Education in Namibia and a survey about the problems and needs in Art Education at the national level. Data was collected to examine the teaching background, experience and interests of Arts Education teachers, which provided a strong foundation to undertake action research with a sample of schools and educators in Namibia.

The research explored how to teach the Arts as a non-promotional subject can be improved toward a comprehensive approach in Namibian schools. The study explored the current teaching methods for the subject in Pre-primary, primary and secondary schools. Teachers were empowered to seek their own meaning and understanding to engage in a deeper practice of teaching the Arts.

After a systematic discussion about how teaching can be improved, the teachers showed an eagerness to take part. They created a sense of ownership for improving Arts Education in the country. The research with the teachers engaged learners by enhancing the learners’ uniqueness, seriousness, and enthusiasm. They shared a passionate commitment to enriching the teaching standard of the Arts.

The author used self-administered questionnaires–the National Arts Questionnaire for Schools, the National Teachers’ Questionnaire, the Learners’ Questionnaire, the Pre-primary school Teachers’ Questionnaire and the National Arts Questionnaire for Artists – to collect data about Arts Education needs in Namibia. This study also covered workshops and lesson observations conducted by the researcher with Pre-primary teachers, primary teachers, and first-year university students.

The study further gained information through observing lessons on methods for teaching the Arts as a non-promotional subject in primary and secondary schools. It explored the teachers’ knowledge about the Arts and the subject in their respective schools and classrooms. It examined the integration of the disciplines of drama, dance, music and visual art in the syllabus themes. The research collected an array of lessons from the members of the Volunteer Arts Focus Team and Primary School teachers, who generously contributed their lesson plans to be shared with local Arts teachers and for the research.

The conclusions of the study identified the need for better training for Arts teachers. It presented a holistic approach to Arts Education in Namibia integrating drama, dance, music and visual art in a project-based Arts curriculum.

Keywords: Arts Education; Arts, Curriculum; teacher training; Namibia.

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