Exploring learners’ experiences of creative expressive arts activities introduced into life orientation
- Authors: Killoran, Vanessa
- Date: 2013-07-18
- Subjects: Special education - Psychological aspects , Art - Study and teaching , Life skills - Study and teaching
- Type: Thesis
- Identifier: uj:7646 , http://hdl.handle.net/10210/8516
- Description: M.Ed. (Educational Psychology) , Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead to personal fulfilment, emotional reparation, and recovery (Malchiodi, 2003). Taking into consideration the South African context, and the many psychological, social and emotional and learning barriers, through the creation of art and reflecting on the art products and methods people can increase awareness of self and others. It will also aid in coping with symptoms of stress and traumatic experiences, and enhance cognitive abilities (American Art Therapy Association, 2002). The aim of the paper is to assess and provide feedback on how learners experience the introduction of creative expressive arts activities into their school curriculum within the Life Orientation subject,. The research followed a phenomenological research design through the purposive sampling of nine learners from a school for learners with special educational needs. Data was collected through the means of group interviews, incomplete sentences and observations, then analysed by means of thematic analysis. Using socio-cultural theory as my literature framework and a socio-constructivist research paradigm, two main themes emerged. The first was that the learners experienced inter-personal development, which linked to the second theme of intra-personal development, through a psychological timeframe. Furthermore, I was able to determine which activities the learners enjoyed and which would need to be included in future creative expressive arts activities for the enjoyment of the learners. Through the emergence of this research the school communities will be better informed as to the value that creative expressive arts engagement could have in a school setting.
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- Authors: Killoran, Vanessa
- Date: 2013-07-18
- Subjects: Special education - Psychological aspects , Art - Study and teaching , Life skills - Study and teaching
- Type: Thesis
- Identifier: uj:7646 , http://hdl.handle.net/10210/8516
- Description: M.Ed. (Educational Psychology) , Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead to personal fulfilment, emotional reparation, and recovery (Malchiodi, 2003). Taking into consideration the South African context, and the many psychological, social and emotional and learning barriers, through the creation of art and reflecting on the art products and methods people can increase awareness of self and others. It will also aid in coping with symptoms of stress and traumatic experiences, and enhance cognitive abilities (American Art Therapy Association, 2002). The aim of the paper is to assess and provide feedback on how learners experience the introduction of creative expressive arts activities into their school curriculum within the Life Orientation subject,. The research followed a phenomenological research design through the purposive sampling of nine learners from a school for learners with special educational needs. Data was collected through the means of group interviews, incomplete sentences and observations, then analysed by means of thematic analysis. Using socio-cultural theory as my literature framework and a socio-constructivist research paradigm, two main themes emerged. The first was that the learners experienced inter-personal development, which linked to the second theme of intra-personal development, through a psychological timeframe. Furthermore, I was able to determine which activities the learners enjoyed and which would need to be included in future creative expressive arts activities for the enjoyment of the learners. Through the emergence of this research the school communities will be better informed as to the value that creative expressive arts engagement could have in a school setting.
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Blootstelling en die vermindering van vooroordeel en stereotipes : 'n gevalstudie by 'n spesiale skool
- Authors: Loubser, Raymond Lawton
- Date: 2014-07-29
- Subjects: Special education - Psychological aspects , Prejudices in children , Stereotype (Psychology) - Attitudes , Educational psychology
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/382888 , uj:11920 , http://hdl.handle.net/10210/11648
- Description: M.Ed. (Multiculturalism and Education) , When this special school opened its doors to all races in 1995, it was the first time this exclusively white school was confronted with racial conflict. Both teachers and pupils found themselves in a situation totally new to them. This led the researcher to question whether exposure of groups would, over a period oftime, reduce prejudice and stereotyping. The literature pertains that social contact between members of different racial and ethnic groups as a method of reducing tension is beset with a great many problems. Under certain conditions social contact can increase tension rather than reduce it. According to some studies done in South Africa contact between whites and blacks have had no effect on reducing negative stereotypes and prejudice and in many cases contact between these groups has increased stereotyping and . prejudice. The findings of this study indicate that at this school exposure between children of different racial groups led to an improvement in tolerance and acceptance of one another. The findings also indicate that inter group relations did not improve. The children formed homogeneous groups and kept their social distance. A recommendation for further research is that research should be focused on the problems of inter group relations between pupils at schools.
- Full Text:
- Authors: Loubser, Raymond Lawton
- Date: 2014-07-29
- Subjects: Special education - Psychological aspects , Prejudices in children , Stereotype (Psychology) - Attitudes , Educational psychology
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/382888 , uj:11920 , http://hdl.handle.net/10210/11648
- Description: M.Ed. (Multiculturalism and Education) , When this special school opened its doors to all races in 1995, it was the first time this exclusively white school was confronted with racial conflict. Both teachers and pupils found themselves in a situation totally new to them. This led the researcher to question whether exposure of groups would, over a period oftime, reduce prejudice and stereotyping. The literature pertains that social contact between members of different racial and ethnic groups as a method of reducing tension is beset with a great many problems. Under certain conditions social contact can increase tension rather than reduce it. According to some studies done in South Africa contact between whites and blacks have had no effect on reducing negative stereotypes and prejudice and in many cases contact between these groups has increased stereotyping and . prejudice. The findings of this study indicate that at this school exposure between children of different racial groups led to an improvement in tolerance and acceptance of one another. The findings also indicate that inter group relations did not improve. The children formed homogeneous groups and kept their social distance. A recommendation for further research is that research should be focused on the problems of inter group relations between pupils at schools.
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Kreatiewe probleemoplossingsvaardighede by leergestremde junior primêre kinders
- Authors: Smuts, Delene
- Date: 2014-11-20
- Subjects: Problem solving in children , Learning disabled children - Education (Primary) , Social skills in children - Study and teaching (Primary) - South Africa , Special education - Psychological aspects
- Type: Thesis
- Identifier: uj:13078 , http://hdl.handle.net/10210/12957
- Description: M.Ed. (Psychology of Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Smuts, Delene
- Date: 2014-11-20
- Subjects: Problem solving in children , Learning disabled children - Education (Primary) , Social skills in children - Study and teaching (Primary) - South Africa , Special education - Psychological aspects
- Type: Thesis
- Identifier: uj:13078 , http://hdl.handle.net/10210/12957
- Description: M.Ed. (Psychology of Education) , Please refer to full text to view abstract
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