Abstract:

The paper will report on a research project which seeks to empower primary school teachers with skills necessary for the teaching and learning of art education in Gauteng province of South Africa. In partnership with the department of basic education through involvement of subject advisors who are assigned as mentors and coaches to these teachers the project aims to equip both groups with basic subject content in visual art and music. The research is set within action science theory and participatory action intervention. Action science aims to develop practice by encouraging learning amongst participants through reflection. Participatory action intervention on the other hand interrogates the means of comprehending participants by striving to effect change through collaborative actions and reflection. The reflection was facilitated through parallel workshops and meetings which become the main data collection settings for this study. The workshops for teachers are geared to address their day to day teaching and learning activities informed by the curriculum. The subject advisors’ workshops are tailored to empower them to mentor, coach and assess the participating teachers in their individual practice environment. These community development field work sessions become enquiry settings on their own right within these educational practices. The teachers and subject advisors are separately taught through experiential and observatory methods, basic techniques of teaching art and music. The enquiry from these sessions form the major component of knowledge generation which is in turn utilised to improve the practice of both groups of participants.

Keywords:

In-service training for teachers, professional development, art education, participatory action intervention, action science.